Hermeneutics of linguistic ethnography: teachers and students losing and finding their voices

Davis, R. A. (2015) Hermeneutics of linguistic ethnography: teachers and students losing and finding their voices. In: Smeyers, P., Bridges, D., Burbules, N. C. and Griffiths, M. (eds.) International Handbook of Interpretation in Educational Research. Series: Springer international handbooks of education. Springer, pp. 1415-1436. ISBN 9789401792813 (doi: 10.1007/978-94-017-9282-0_69)

Full text not currently available from Enlighten.


On the basis of a major and extended 3-year fieldwork project for the ESRC Religion and Society programme, investigating the question ‘Does Religious Education Work?’, this chapter examines the multiple applications of linguistic ethnography to the interpretation of the teacher and student voice in the practice of educational research. Drawing upon the longstanding traditions of classroom anthropology, and interrogating these with the instruments of critical theory, psycholinguistics and poststructuralist accounts of decentred subjectivities, the chapter seeks to extend and enrich the hermeneutical potential of teacher and student utterance in the mapping and examination of first person research-subject testimony and dialogic interaction. It argues that prevailing assessments of the ‘transparency’ of teacher and student voice restrict the interpretation of data, over-privilege authorised styles of interview and focus-group analysis and unduly narrow the investigation of classroom values and interventions. A refurbished linguistic ethnography can overcome these methodological limitations

Item Type:Book Sections
Glasgow Author(s) Enlighten ID:Davis, Professor Robert
Authors: Davis, R. A.
College/School:College of Social Sciences > School of Education > Creativity Culture and Faith
College of Social Sciences > School of Education > People, Place & Social Change

University Staff: Request a correction | Enlighten Editors: Update this record