Case October 26th: Teaching General Psychology
Please note: The case "itself" is only
the interaction recorded. The text here contains also an analysis -
developed on the basis of different conceptual premises - and you
may think otherwise, of course, particularly on the basis of
Goffman! But the analysis does also contain some useful context
information. So the advice is to read it all but we will work on the
Instructions for group work
- Try to go through the sequence utterance by utterance and watch the shifts
of frame that take place (by keyings, fabrications, change of lamination,
track, participant status etc.)
- On the way, draw on a general frame analysis of the sequence as a whole:
which laminations, tracks and participant aspects can be identified?
Additional questions - which you may or may not consider (prepared by Nina,
Signe, and Morten)
On the frame of teaching
- Is some kind of deception or fabrication inherent to the role of teacher?
Or that of student?
- Does teaching necessarily imply modelling - in ways different from other (everyday)
kinds of activities?
- Why is it useful to introduce the concept of frame when we already have
the concept of context?
- Why is Goffman so interested in the distinctions and similarities between
everyday activity and other more organized activities such as sport, rituals,
- Can two persons in the same context and situation have two different
understandings of the frame? How can this be explained?
- Does Goffman describe different levels of frames (eg micro, meso, macro)?
Moreso, how can these different levels be defined? What implications does it
have for the frame analysis as a tool?
- What becomes visible / invisible by using the frame analysis of Goffman?
- How does the content, the objects dealt with, and the goals of activity
matter at all to this frame analysis?