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Business ethics (BE) professors play a crucial role in sensitizing business students toward their future ethical responsibilities. Yet, there are few papers exploring the ethical challenges these professors themselves face while teaching BE. In this qualitative paper, we rely on the lenses of ethical sensemaking and dramaturgical performance, and draw from 29 semi-structured interview conducted with BE professors from various countries and field notes from 17 h of observation of BE classes. We identify four kinds of rationalities that professors rely on for making sense of in-class ethical challenges, eventually leading them to engage in one of four corresponding types of performances. By juxtaposing high and low scores of two underlying dimensions (degree of expressivity and degree of imposition), we offer a framework of four emerging performances. Additionally, we show that professors can shift from one performance to another during the course of their interactions. We contribute to performance literature by demonstrating the plurality of performances and explaining their emergence. We also contribute to sensemaking literature by offering support to its recent turn from an episodic (crises or disruption-based) to a relational, interactional, and present-oriented understanding. Since professors' performances have an impact not only on their own teaching experiences but also on students' learning experiences, undermining these would result in compromising the efforts that business schools have been making toward sensitizing future managers to their ethical responsibilities. [ABSTRACT FROM AUTHOR]

This paper revisits Erving Goffman's Frame Analysis fifty years after its publication. The paper first situates this book within the context of its intellectual precursors, namely Georg Simmel's 1917 essay “Sociability,” Alfred Schutz's 1945 article “On Multiple Realities,” and Gregory Bateson's 1955 paper “A Theory of Play and Fantasy.” It then examines the book's three main themes, namely framing, keying, and disattention. [ABSTRACT FROM AUTHOR]

Co-presence, proximity, and moving with other people, have long been recognised as important factors in our decision-making and performances of everyday wayfinding. Such arguments have roots in the work of sociologist Erving Goffman, whose concept of the "mobile with" has been widely used to articulate the fluid conglomerations of bodies who come to move together. This paper pushes Goffman's idea of the "mobile with" into the digital age, opening our field of view to an expanded understanding of "co-mobility". Drawing on the autoethnographic accounts of one of our authors, we illustrate that with the advent of new technologies, bodies are constantly and simultaneously connected to near and distant others, and known and unknown travel companions. These complex techno-communities take form in two key ways: via the sensory and haptic forms of communication required in using technological devices, and the virtual presence afforded by the ability to enact these communications across time and space. Using affect as a lens of analysis, this paper illustrates that sharing co-mobile experiences with near and distant others evokes a particular style of presencing. Importantly, the various affects of presence are called into focus in intense moments, with implications for how people perform their mobilities in the moment, and the lingering emotions they carry in contemplating future mobilities. [ABSTRACT FROM AUTHOR]

Multicommunication is a form of multitasking that involves engaging in two or more interactional activities simultaneously. Technological features of mediated communication make multicommunication more practical, yet it is questioned whether the quality of our interactions is upheld when interpersonal engagement is split. This paper addresses this concern by asking whether interactional techniques are employed by multicommunicators in the context of Facebook and what this means for the quality of our online interactions. Building on previous multicommunication research, this paper examines how multicommunication is managed behind the screen: that is, how interlocutors move between overlapping conversations rather than the organisation within conversations themselves. In doing this, this paper extends the Goffmanian concept of 'participatory roles', arguing that multicommunicators adopt the role of a 'manager' to move between numerous conversation threads. Through presenting screen capture data of Facebook Messenger interactions, and drawing on micro analytic methods, it is revealed how Facebook users work to simplify their interactions when multicommunicating whilst simultaneously preserving interactional complexity. [ABSTRACT FROM AUTHOR]

Despite the fact that impoliteness research has spanned over three decades, it has been conceptualized persistently in terms of politeness as its binary opposite. In this paper, we endeavor to provide a theoretical framework for studying impoliteness as significant communicative practice. We aim to introduce Levinas' face as an alternative to Goffman's face and identify impoliteness with Levinas' face for the reason that Levinas' face, featuring absolute difference, can only be expressed through the discourse of resistance which manifests in various phenomena commonly categorized as impoliteness. We also argue that impoliteness is essentially the discourse of the authentic Self whose uncompromising difference, though potentially resulting in conflictive phenomena, facilitates understanding between individuals, not as actors, but as unique beings with their individualities and differences. We further contend that impoliteness is ethical in that the discourse of resistance does not aim for power but calls for respect for individual difference as well as responsibility for the Other in an effort to seek equality in human relations which are fundamentally power-laden and unequal. We also provide a case study to apply our theoretical construction of impoliteness to a literary classic, namely, Herman Melville's "Bartleby, the Scrivener" to illustrate our main points. [ABSTRACT FROM AUTHOR]

Does speaking up ruin one's life? Organizational and whistleblowing research largely accept that "whistleblower" is a negative label that effects one's well-being. Whistleblowing research also emphasizes the drawn-out process of speaking up. The result is a narrative of the whistleblower as someone who suffers indefinitely. In this paper, I draw on theories of stigma, labelling, and identity, specifically stigmatized identity, to provide a more nuanced understanding of whistleblower stigma as relational and temporary. I analyse two cases of whistleblowing, one where the label "whistleblower" was accepted, and one where it was eventually rejected. By comparing how the whistleblower responds to stigmatizing and non-stigmatizing others, I explore how whistleblower stigmatization emerges, or does not, in interactions. This paper makes two important contributions. First, I add to the growing research on whistleblower stigmatization a more nuanced and developed framework: one that sees the interaction between whistleblowers and others as relational. Second, I provide an understanding of the identity "whistleblower" as one that can be temporary and revisable. Research has highlighted how whistleblowing is a process, but little attention has been paid to how one "moves on" from being a whistleblower and the potential stigmatization associated with the role. Rather than assuming a whistleblower is stuck with this identity—and the associated stigma—for life, I provide insight on how "whistleblower" can be a positive label that opens one up to support, and even when it is stigmatized, it does not have to be an end state. [ABSTRACT FROM AUTHOR]

- At an elite school in Sweden, social science education contradicts the ideals of democratic education. - Micro-power actions change when students outperform their teacher's subject knowledge. - Micro-interactional power is expressed by recognition and misrecognition in the classroom. - As an observer in the elite school, one simultaneously becomes loud and invisible. - Further ethnographic "studies up from below" are needed in social science education. Purpose: This paper offers insights into the dynamic of misrecognition in an elite school. It presents new findings on micro-interactional power relations in the classroom and argues for additional ethnographies of social science education in elite schools. Methodology: This paper uses an ethnographic method. Its research employs the observational position of a "belonging stranger" is put forward in contrast to the idea of "going native". The focus is on the power of micro-interaction. Findings: A key empirical finding is the change in power relations that occurs when students outrank their social science teacher in subject knowledge. [ABSTRACT FROM AUTHOR]

Finnish-Russian dual citizens are the largest group of multiple citizens in Finland. Building on thematic interviews and drawing on Sara Ahmed's work on cultural politics of emotions, this paper examines how emotions related to Russia and Russianness influence the way young Finnish-Russian dual citizens perceive their status and opportunities in Finland. The findings imply that emotions indeed play a significant role in shaping the way the young dual citizens use their citizenships. Due to the negative emotions related to Russia, many dual citizens tend to conceal or control their Russianness in public spaces. As a result, dual citizens' Russianness is increasingly becoming a private matter, whereas in the public sphere they aim at improving their status by trying to pass or act as Finns. Conceptually, this paper draws attention to the momentary and contextual nature of belonging. Depending on the context, an individual's sense of belonging can rapidly change from feeling at home to feeling out of place. [ABSTRACT FROM AUTHOR]

Given the central role of digital devices and screens in academic work, their use and our relationship to them are under-theorised in mainstream research into digital education. The Covid-19 pandemic, however, rendered the use of digital screens central to life in 'lockdowns'. This paper will consider the relationships between digital screens and anti-epidemic face masks, considering these artefacts in terms of functionality, academic subjectivities and epistemic practices, drawing on sociomaterial perspectives, Goffman's categories of lecturing self, and the history of anti-epidemic mask-wearing. I illustrate this with a vignette of teaching via digital screens, given by a member of faculty in an interview study exploring the impact of the lockdown on university staff. It will conclude that the digital screen may be viewed as a 'digital mask'; carrying out a practical function, but also performing an ideology of hygiene and reason. The implications for digital higher education post-pandemic are discussed. [ABSTRACT FROM AUTHOR]

This paper addressed the identity work of female exercisers during menstruation. Specifically, we considered (a) behavioural expectations attached to the sport and exercise role identity during menstruation, (b) menstruation as a discreditable stigma, and (c) the impression management strategies that exercisers put in place to successfully enact the desired sport and exercise role identity during menstruation. Data were generated via 30 semi-structured interviews with female exercisers from diverse ethnic groups. Interviews were audio-recorded, transcribed, and analysed using phronetic iterative analysis. Data were interpreted through symbolic interactionist and dramaturgical theorisations of identity, impression management, and stigma. Our analysis highlighted the importance of the sport and exercise role identity, which was reflected in the time and money that the participants invested in their sport and exercise engagement. We illustrated that, during menstruation, behavioural expectations determined the participants’ hidden management of menstrual symptoms to ensure the successful enactment of their desired sport and exercise role identity. This was because menstruation represented a discreditable stigma, a blemish that had to be hidden away from the view of others. Our participants therefore implemented impression management strategies including the use of props (e.g. pain relief), and management of their appearance (e.g. clothing, hair, makeup), manner (e.g. a stoic expression), and staging (e.g. standing at the back of an exercise class) to help with the enactment of their sport and exercise role identity. We believe this study makes a substantial contribution to the literature addressing menstruation within sport and exercise by unpacking the norms and expectations associated with menstruation. In turn, this study is giving voice to the unique needs and experiences of menstruating exercises and with this, contributes to normalising conversations about menstruation and its impact on menstruators’ daily lives. [ABSTRACT FROM AUTHOR]

Erving Goffman's concept of framing is one of his most enduring contributions to social science. Despite the canonical status of Frame Analysis (1974) in multiple fields, few acknowledge its intellectual engagement with animal studies. It was Gregory Bateson, in an analysis of animal play, who first posited the idea of frames as metacommunicative propositions that signal the meaning of behavior. In this paper, we show that Goffman did not just opportunistically borrow the idea of framing from Bateson, but also advanced Bateson's thesis that nonhuman animals are capable of (re)framing the meaning of behavior. He emphasized that animals and humans could meta‐communicate with each other as well. Goffman polemicized against human exceptionalist theories of cognition and communication—not only in Frame Analysis, but also in unpublished remarks he delivered at a controversial conference on animal communication, and he suggested that the ability to meta‐communicate is a more appropriate index of mind than language. Although new research indicates that many species use “significant symbols” and have a “theory of mind,” most interactionists have not reckoned with the sociological implications of animals as “minded” social actors capable of metacommunication with each other—and with people. [ABSTRACT FROM AUTHOR]

This paper examines social stigma in relation to child welfare involvement. Drawing on interviews with twenty former youth in care, the paper highlights the participants' experiences with stigma and their adaptive responses. Notably, participants described pervasive stigma that accompanied their status as youth in care. To contend with the stigma they experienced, participants developed a range of responses, including concealment, challenging the stereotypes, physical retaliation, and seeking solidarity. The study aligns with previous research identifying concealment as a relevant strategy for mitigating the effects of stigma among foster care recipients. However, the results also extend the literature in this area by identifying additional adaptive responses. Moreover, the participants revealed that the stigma they experienced was pervasive, yielding long-term effects. [ABSTRACT FROM AUTHOR]

Times of crisis within prison settings either at a system-wide level during times of riots or during pandemics or at more personal levels during time in segregation can be particularly challenging times when the prison can feel more "total" than other times. Goffman's influential work outlines a particular interpretation of the parameters of the total institution, of which prisons were one manifestation. In the years following its publication, a wide range of research has sought to subvert the notion that prisons are total institutions, suggesting a greater permeability of contemporary prison walls. This article calls for a re-consideration of this dismissal, and a reconnection and critical engagement with Goffman's original parameters within the context of the COVID-19 pandemic and associated lockdown. The response to COVID-19 in prison settings, resulted in may prison jurisdictions rolling back on policies that, to an extent, had subverted prisons looking and feeling "total", through the increased "porosity" of prison wall. Through the analysis of 19 letters received from 8 people in custody in one Scottish prison, there emerges a reframed and reconsidered permeability of prison walls. For the participants in this study, the experiences of the COVID-19 lockdown complicate much of the recent critique of the relevance of the total institution as a theoretical frame to analyse contemporary prisons. Ultimately this paper argues, that through analysing the response to the COVID-19 pandemic, it is possible to observe a more essential and "total" characteristic of contemporary imprisonment. This has been obscured through decades of penal reform, but the total parameters of prison spaces emerges more clearly during times of crisis. [ABSTRACT FROM AUTHOR]

This paper focuses on how female academics in UK universities use dress to construct their professional identity. The paper draws on the current literature on dress, body and academic identity and uses a theoretical framework of Goffman's work of performance and Bourdieu's concepts of cultural capital and habitus to explore these women's attempts to construct themselves as professionals. The aim of this paper is to give insights into these women's perceptions of 'what it takes to dress to impress' for the 'professional project' within a constantly shifting university workplace environment. The themes of analysis include issues such as the challenges of being a female academic and establishing yourself in the class, using dress to establish a feeling of belonging in the department and institution as a whole and a critique of how the various aspects of dress are incorporated in this idea of visual gratification of the 'consuming' students. [ABSTRACT FROM AUTHOR]

Ethnography as a methodological approach presents the fieldworker with many ethical crossroads throughout the research process. This is because of the unique position that ethnographers find themselves in, the environments that they research and the relationships which are formed. This paper presents four confessional vignettes from a broader ethnographic research project that illuminate the underside of fieldwork, and how the author dealt with a number of difficulties and dilemmas in the field as a working-class academic. Fieldwork was undertaken in a Welsh (UK) secondary school for one full academic year, and the paper argues that researcher identity must be remain fluid so that successful field relations are established and maintained. The paper concludes that researchers must think intersectionally about their endeavours and to also consider how one's own social baggage might impact upon the research process. [ABSTRACT FROM AUTHOR]

Leadership scholars are beginning to understand leadership as a distributed phenomenon, produced in interaction and emerging in social situations. Although this perspective has contributed to understanding leadership processes in more detail, it has also been noted that its proponents have largely neglected power and asymmetrical hierarchical relations. In this paper, I address these issues by drawing on Erving Goffman's notion of frame analysis. Through detailed analysis of the interactions in a core-values session, I show how leadership processes that appear to be distributed and emergent from the participants' framework appear orchestrated when understood from the manager's framework. The analysis reveals how power asymmetries operate in the framing of the situation, and how the experience of leadership differs among participants. Talk, text, tools, and movements in time and space all contribute to establish frameworks, and differences in access to these modalities show power asymmetries. The paper highlights how the experience of leadership is framed and how power asymmetries constitute this framing. It thereby contributes to multimodal, constructivist theories of distributed leadership by showing how leadership is simultaneously emergent, distributed, and orchestrated. [ABSTRACT FROM AUTHOR]

Call centers have been critiqued in academia and the media for widespread standardization. This paper argues that although this critique of working conditions is well-intended, it has led to unwanted stigmatization of not just call center work but also of call center agents. Much has been published on call centers, but the stigma this work entails and the effect this has on agents on and off the phone has been overlooked. This paper applies Goffman's notion of stigma to data collected through long-term ethnography and interviews with over seventy call center agents in a London call center. I show how agents experience, manage, and resist stigma. The analysis reveals that agents attempt to hide where they work by adopting different accents and avoiding specific lexis associated with call center language. I conclude by suggesting potential avenues for reducing the stigma of working in a call center, e.g. shifting the dominant discussion in academia beyond debates surrounding standardization. [ABSTRACT FROM AUTHOR]

The idea of events being opposed to everyday life is widely reflected in events literature. Events are generally characterized as being 'out of the ordinary'. This paper explores the creation and performance of the extraordinary, as well as the spills over of the extraordinary into everyday life. Using ethnographic methods, such as participant observation and interviews, the social practices of the fantasy event 'Elfia' were studied. The results show how the participants, both in everyday life and during the event, actively create and maintain the extraordinary via meanings, materials and competences. But instead of being completely out of the ordinary, the event provides a temporary re-arrangement of status and social order. This paper challenges the dominant narrative about events as extraordinary spaces of freedom and escapism. Instead, the extraordinary turns out to be interwoven with everyday life. [ABSTRACT FROM AUTHOR]

Mind-sports are a relatively under-explored area within the sociology of sport, especially the internationally played game of bridge. In this qualitative sociological study of tournament bridge, we examine the formation and performance of elite bridge player identities through interviews with 52 US and European players. Drawing on symbolic interactionism and Goffman specifically, the paper explores elite players' social interaction across frontstage and backstage contexts, considering the performativity of self, impression management and values of character. The paper advances the sociology of mind-sport, contributing new insights into how identity is (per)formed by elite players as embodied social interaction within the bridge interaction order. We propose a recursive and layered model of identities across the self, partnership and community. The partnership element is particularly unique to the bridge sports world, which represents an interesting case for the sociological study of international mind-sports. [ABSTRACT FROM AUTHOR]

Approaches of discourse analysis, however, are at variance regarding their perspectives to discourse definition and its relationship with language and society. Based on such variance, each approach posits certain tools and applications consistent with its main principles. For instance, some approaches devote efforts to describing discourse itself and avoid accounting for underlying motivation and speakers' intentions such as "ISA"1 developed by Gumperz and Goffman, Schiffrin (1994). On the other hand, Grice's theory devotes concerns to both speaker's intention and hearer's interpretation and gives no or little attention to the effect of societal factor on linguistic stereotype, Haji-Hasan (2010). This paper is an attempt to use the integrative approach in discourse analysis. The integrative approach mainly presents critical results of a contrastive analysis by which the two approaches are mutually used to discourse analysis. Thus, this paper attempted to make use of the repertoire stemmed from the integrative approach to data analysis. The outcomes showed that socio-linguistic level taken from ISA and pragmatic level taken from conversational implicatures provided a very good tool to discourse analysis. [ABSTRACT FROM AUTHOR]

Healthcare under the auspices of late‐stage capitalism is a total institution that mortifies nurses and patients alike, demanding conformity, obedience, perfection. This capture, which resembles Deleuze's enclosure, entangles nurses in carceral systems and gives way to a postenclosure society, an institution without walls. These societies of control constitute another sort of total institution, more covert and insidious for their invisibility (Deleuze, 1992). While Delezue (1992) named physical technologies like electronic identification badges as key to understanding these societies of control, the political economy of late‐stage capitalism functions as a total institution with no cohesive, centralized, connected material apparatus required. In this manuscript, we outline the ways in which the healthcare industrial complex demands nurse conformity and how that, in turn, operationalizes nurses in service to the institution. This foundation leads to the assertion that nursing must foster a radical imagination for itself, unbound by reality as it presently exists, in order that we might conjure more just, equitable futures for caregivers and care receivers alike. To tease out what a radical imagination might look like, we dwell in paradox: getting folks the care they need in capitalist healthcare systems; engaging nursing's deep history to inspire alternative understandings for the future of the discipline; and how nursing might divest from extractive institutional structures. This paper is a jumping‐off place to interrogate the ways institutions telescope and where nursing fits into the arrangement. [ABSTRACT FROM AUTHOR]

This qualitative research study focuses on the challenges for educators in schools and universities when teaching face-to-face in formal contexts was removed and learning and teaching moved entirely online. Using Goffman's concepts of dramaturgy and self-presentation, alongside concepts from spatial geography, the study shows how educators made sense of the new 'hybrid' contexts for online working in which they found themselves, how they constructed their changed performances and pedagogies, how they engaged in impression management, and how they negotiated the implications of the contradictions and ambiguities around public/private encounters online for their professional performances. Looking to the future, the paper then discusses the implications of the findings for teacher education, identifying that, whilst learning to teach online as well as face-to-face and becoming familiar with a range of appropriate technologies to support high-quality learning are clearly vital, new teachers also need to develop enhanced design skills underpinned by learner-centred values which enable them to become pedagogically agile and confident in managing their professional selves, whether online or offline, in responding to learner needs. [ABSTRACT FROM AUTHOR]

Drawing on the dramaturgical theory of Erving Goffman, this paper explores undergraduate students' differing experiences of the Cambridge supervision system. Semi-structured interviews with fifteen undergraduate students were analysed to examine the dramaturgical demands of the supervision and students' perceived abilities to meet these. Findings that suggest that female students and those from working-class backgrounds felt less able to deliver credible performances complicate the University's celebratory account of the teaching system. The discussion draws out the relevance of these findings for scholarly literatures addressing student experiences of elite educational institutions, teaching practices in higher education and dramaturgical approaches to the exploration of power. [ABSTRACT FROM AUTHOR]

The sociological study of intellectual recognition has tended to focus on highly cited and highly acclaimed authors and perspectives, while reserving some interest for those who are "forgotten." We know much less about the liminal cases: authors who are in-between fame and oblivion. This paper proposes a way to study intellectual recognition, by examining the liminal case of sociologist Charles H. Cooley. Based on a multilayered (quantitative and qualitative) citation analysis of Cooley's classic work, Human Nature and the Social Order (HNSO), we study the role of intellectual deference in accounting for this liminality. Specifically, we identify two distinct deference processes: acknowledgment and involvement. We argue that Cooley has survived intellectual oblivion by standing on the shoulders of citers, as he has received substantial acknowledgment but decreasing involvement. In the conclusion, we discuss the implications of our paper for the understanding of the making of sociological theory. [ABSTRACT FROM AUTHOR]

The dyad is increasingly recognised as a key site of experiences of dementia, yet theoretical accounts of the dyad remain poor; 21st-century political developments regarding dementia have changed the ways in which the dyad is perceived, from the carer as victim to the person with dementia as victim. Across both approaches, a problematic dichotomy of two individuals remains. The concept of 'joint career', developed from Goffman's 'moral career', offers an alternative approach to shared dyadic experiences of dementia. Using data from interviews with people affected by dementia regarding their experiences of dementia, this paper presents an account of the dyadic career, a patterned trajectory of shared experience. The introduction of dementia into pre-existing dyads entails the renegotiation of longstanding roles. As role transformation progresses, increasing difficulties lead to the creation of symbolic boundaries denoting the limits of the care-giver role. When those boundaries are encountered, they are often transgressed, and the dyadic career hardens as it continues, becoming work-like and less affective. This hardening of relationships is grounded in nihilism, apprehension and objectification. [ABSTRACT FROM AUTHOR]

Discussions on public order policing often centre on the role of paramilitary policing tactics, only recently has the role of dialogue become more prominent within the field. This paper focuses on the latter, examining the interaction processes of Police Liaison Teams (PLTs) negotiating with revellers at Notting Hill Carnival. The PLTs are a newer tactical option within public order policing, they seek to act as a communicative bridge between different groups and the police. The PLTs were deployed at Notting Hill Carnival for the first time in 2016 charged with facilitating communication between the police and the Carnival floats – a performative feature of the event. Notting Hill Carnival attracts dense national and international crowds to the small urban location of Notting Hill in West London. Attended by approximately two million people every year it is the largest and most sensitive annual policing operation for the Metropolitan Police Service (MPS). The paper utilises data collected during fieldwork at Notting Hill Carnival over three consecutive years: 2015, 2016 and 2017. The paper draws from wider ethnographic research conducted between 2015 and 2017 with the public order unit at the MPS. Utilising the works of Goffman, this paper seeks to evidence how officers at Notting Hill Carnival operate within the confines of a professionally stigmatised identity. As such, the communicative foundations inherited by the PLTs are weak and unpredictable. Despite this, the paper also explores how PLT-reveller team-work is widely experienced, with both collaborating to ensure a positive Carnival experience. [ABSTRACT FROM AUTHOR]

This paper draws on ethnographic research carried out in England and Wales soon after the Lawrence Inquiry to present an historical analysis of the strategies used by officers to manage interactions with suspects during police stops. The paper uses Goffman's conceptual apparatus to explore how officers established order during interactions, monitored suspects' demeanour closely to decide what was going on and how to proceed, and carefully controlled information to stage-manage encounters. By way of comparison, the paper describes interactions with known offenders who were stopped more regularly. The conclusions emphasise how officers exerted control during interactions through subtle uses of power, and discusses the policy implications. [ABSTRACT FROM AUTHOR]

A sociologist and a linguist, unaware of each other's work, each assigned a technical meaning to the term frame around 1970, based on separate usages of the word frame from the 1950s. Each researcher instigated a theory of frame analysis. Over the following decades, the two approaches to framing became intertwined as followers of both Goffman and Fillmore studied metaphoric framing, examined factors affecting the communication of frames, and became particularly interested in politics and the mass media. Years later, many theorists complain about the fragmented field of frame studies. The paper suggests that some of the fragmentation can be resolved by recognizing the dual origins of framing studies, and classifying instances of framing in either the Goffman or the Fillmore tradition as occurring at the level of language, thought, or communication. These three levels are termed semantic framing, cognitive framing, and communicative framing. This article is categorized under: Linguistics > CognitiveLinguistics > Linguistic TheoryComputer Science and Robotics > Natural Language Processing [ABSTRACT FROM AUTHOR]

Seeing sociology visually adds a sense of realness to the viewer compared to only reading sociological texts. In this paper, I aim to provide an example of how a single scene from a feature film can be utilized as a practical and meaningful means to analyze a social situation and to help students of sociology to grasp key features of Goffman's theory of interaction order. More precisely, the main aims of the paper are 1) to illustrate Goffman's theory of the interaction order by identifying acts of disruption and alignment in interaction through a film clip; and 2) to attempt to analyze, in a Goffmanian sense, what is really going on in the situational interaction. The scene is from the 2013 American movie August: Osage County and follows a dinner of immediate family in the wake of the funeral of the hostess's late husband. The normative and civilized interaction of the meal is, however, jeopardized by the hostile and provocative mood of the hostess, as she repeatedly disrupts the interaction order with attempts to mock and/or uncover the hidden and vulnerable truths of the immediate members of her family, exemplifying her power status in the particular situation. The dinner guests, however, try to overlook and resist the provocation of the hostess and stick to their predetermined roles to save and sustain their idealized selves (their faces) and the interaction order (the faces of others), In doing so they, on the one hand, discard the uncomfortable truths acclaimed by the hostess and, on the other, explain the hostess's provocative actions in terms of their claim that she is unwell and in need of medical attention. Thus, the attacked dinner guests in the scene align more alliance to the interaction order than to truth itself. [ABSTRACT FROM AUTHOR]

This paper discusses a piece of qualitative research that examined the narratives that a group of learners articulated when they discussed their experiences of studying on a relatively low-status, vocationally related higher education programme. These students were school-based teaching assistants who were undertaking foundation degree study at a post-1992 English university. Data collection was primarily undertaken via semi-structured interviewing with first- and second-year foundation degree students. Eight group interviews were carried out with 44 participants. These were followed up with 12 individual interviews. Participant observations and documentary analysis of course-related documents were also drawn upon as contextualising sources of information. The accounts that were provided by students who undertook study alongside mothering are focused upon within this paper. These learners were routinely found to be involved in a triple shift of identity work. This stemmed from their positioning in the home, higher education and their workplaces. It is suggested that the concepts of identity management, disidentifiers and stigma can be usefully employed alongside habitus and field to make sense of the accounts that are documented. [ABSTRACT FROM PUBLISHER]

This paper examines social stigma in relation to child welfare involvement. Drawing on interviews with twenty former youth in care, the paper highlights the participants’ experiences with stigma and their adaptive responses. Notably, participants described pervasive stigma that accompanied their status as youth in care. To contend with the stigma they experienced, participants developed a range of responses, including concealment, challenging the stereotypes, physical retaliation, and seeking solidarity. The study aligns with previous research identifying concealment as a relevant strategy for mitigating the effects of stigma among foster care recipients. However, the results also extend the literature in this area by identifying additional adaptive responses. Moreover, the participants revealed that the stigma they experienced was pervasive, yielding long-term effects.

This paper aims to contribute to the contested body of work about the factors influencing student motivation, expectations, engagement and satisfaction in higher education (HE). Policy surrounding the deployment and use of the National Student Survey (NSS) and the Teaching Excellence Framework (TEF) constructs social relationships between teachers and students as calculated instrumental exchanges, whereby, in exchange for the fee they pay, students expect to receive an education designed to ensure they have the knowledge, skills and innovative capabilities required by businesses and the economy in the competitive global market place. Drawing on fieldwork conducted between 2011 and 2015; and using narrative data obtained from face-to-face conversations and email interviews with sampled cohorts of post 30s students enrolled on two vocational degree programmes in a post 1992 university; the paper aims to highlight the flawed assumptions about student expectations, engagement and satisfaction, which fail to acknowledge the positive life-changing impact the higher education experience can have on students and in their work. Bourdieu's concepts of habitus, field, capital and illusio, and Goffman's classic pieces on 'The Presentation of Self in Everyday Life', 'Stigma' and the 'Cooling out the marks' process, are used to develop this argument. [ABSTRACT FROM AUTHOR]

In IS research, social presence is generally defined as the perceived capacity of a communication medium to convey contextual cues normally available in face‐to‐face settings. However, theorizing social presence as a property of the technology has been challenged for decades. The objective of this paper is to develop a more contemporary, interactional view of social presence. To this end, this paper develops a new conceptualization of how participants form the sense that each other is present. We characterize the development of this sense as a skilful accomplishment that entails interactants' joint construction of each other as "real." Viewing social presence as contingent on social practice, we seek to answer the following research question: "How is social presence accomplished in virtual environments?" To explicate how virtual others are perceived as becoming socially present, that is, emotionally and psychologically "real" to someone interacting with them, we draw from Goffman's work, particularly his concepts of involvement and involvement obligation. Detailing two examples of social interaction in the virtual world Second Life, our analysis highlights the key role that this moral obligation, intrinsic to everyday social interaction, plays in virtual others becoming perceived as psychoemotionally "there." By outlining a model of how the sense of a virtual other as "real" is produced in and through social interaction, our work contributes a sociological perspective to the construct of social presence and underscores some of the material and social conditions necessary for users to perceive virtual others as present. [ABSTRACT FROM AUTHOR]

In der empirischen Forschung zu Strategien des Stigma-Managements werden Stigma-Gruppen zumeist als mehr oder weniger homogen imaginiert. Die Unterschiede zwischen Stigmatisierten und damit einhergehende Variationen des Stigma-Managements wurden bisher ausgeblendet. Aus diesem Grund erweitert die vorliegende Arbeit Erving Goffmans Stigma-Konzept durch Pierre Bourdieus Kapitaltheorie. Anhand von qualitativen Interviews mit Verkäuferinnen von Straßenzeitungen werden sowohl Gemeinsamkeiten als auch Unterschiede im Umgang mit dem Stigma der Obdachlosigkeit untersucht. Als Gemeinsamkeit zeigt sich, dass alle Verkäuferinnen nur ihr individuelles Stigma managen und nicht das ihrer Gruppe. Gleichzeitig gibt es aber auch große Unterschiede in der Kapitalausstattung, die die Wahl von Strategien des Stigma-Managements beeinflussen. Personen mit höherem ökonomischem und kulturellem Kapital können sich effektiver vom Stigma distanzieren als weniger privilegierte Verkäuferinnen. In the literature on strategies of stigma management, stigmatized groups are imagined to be more or less homogeneous. The differences between stigmatized individuals and diverging strategies of stigma management have been ignored. For this reason, this paper extends Erving Goffman's concept of stigma management with Pierre Bourdieu's theory of capital. Drawing on qualitative interviews with vendors of street papers, the present article investigates both similarities and differences between them in dealing with the stigma of homelessness. What they have in common is that they only manage their individual stigma and not that of their group. At the same time, however, there are also major differences in the endowment with capital that influence the choices of stigma management strategies. Vendors with more economic and cultural capital can distance themselves more effectively from the stigma of homelessness than less privileged vendors. [ABSTRACT FROM AUTHOR]

This paper focuses on the notion of 'participation' as it has been used in the social sciences throughout the 20th century. It proposes that there are two main traditions of use – an 'individual' one, and a 'dividual' one – and it argues in favour of the latter. It does this by examining how Simmel and Goffman, on the one hand, and Lévy-Bruhl and Durkheim, on the other, defined participation. Developed by Lucien Lévy-Bruhl in the first part of the last century, 'participation' in the dividual sense is today being given new life by sociocultural anthropologists such as Marshall Sahlins and phenomenologically inclined cognitive scientists such as Shaun Gallagher. The paper addresses the roots of the concept in Scholastic theology and proposes to show how central it can come to be to a sociocultural anthropology that is willing to take on frontally the challenges presently being posed by embodied cognition. [ABSTRACT FROM AUTHOR]

The paper highlights two problematic tendencies in the burgeoning literature on organizational stigma. The first tendency is conceptual, where stigma is treated at the organizational level, thereby neglecting social encounters at the micro-level. As a way of remedying this, we enroll the seminal writings of Erving Goffman to situate organizational stigma in the interaction order. The second tendency is empirical, where the inclusion of actors performing stigma management is limited to managerial and organizational actors, thus neglecting many of those faced with managing organizational stigma. We report from an explorative study of ordinary wage laborers in the Swedish arms and pornography industries situated toward the bottom of their organizations and referred to as 'normal deviants'. The paper shows how and why the organizational stigma literature could be more sensitive and inclusive toward whom, how, when, and where organizational stigma is managed. [ABSTRACT FROM AUTHOR]

Informed by Goffman’s influential essay on ‘The neglected situation’ this paper examines the contextual and interactive dimensions of performance in large-scale educational assessments. The paper applies Goffman’s participation framework and associated theory in linguistic anthropology to examine how testing situations are framed and enacted as social occasions. It considers assessment as a shared focus of social activity, located in time and space, involving an assemblage of artefacts and actors. The paper presents ethnographic examples of adult literacy and numeracy assessment in Mongolia. The first part provides ethnographic description of a testing situation. The second part looks in detail at how linguistic interaction influences assessment performance. [ABSTRACT FROM PUBLISHER]

This paper sheds light on issues of gender roles and gender hierarchies using Goffman’s theories on gender and performance as a starting point to explore modern-day manifestations of power structures in political marketing, particularly as related to female politicians. In-depth interviews with four female politicians, 17 aides, volunteers, PAC and media executives as well as two focus groups with registered voters reveal subordination of female politicians through hyper-ritualised displays of social relations. The findings showcase how appearance is used to facilitate the ongoing objectification of female politicians in political marketing and devalue their candidacies. This study is an important step in examining the role of gender and appearance in political marketing and its importance in building brand image for a female politician. [ABSTRACT FROM PUBLISHER]