In this essay, I discuss one direction for developing a systematic, data-grounded analysis of categories in talk-in-interaction. This framework is developed around two main analytical foci. The first examines how the participants themselves work to publicly associate some set of normatively and morally accountable actions, rights, obligations, entitlements, attributes, etc. (i.e., category-bound predicates; see, e.g., Jayyusi 1984; Sacks 1972a, 1972b, 1979, 1992; Watson 1978) to the various turn- and sequence-generated categories built up by their actions-in-talk, and to explicit categorial formulations (i.e., labels, metonyms, descriptions, etc.) and their indexers. The second is concerned with how the participants recognizably and relevantly accomplish the sequential organization and turn by turn management of their categorization work. The notions of rhetorical (see Edwards 1991, 1997, 1998), conditional (Schegloff 1968, 1972), and retro-relevance (see Schegloff 2007a on ‘retro-sequences’), along with response priority (Bilmes 1993, 1995; see also Bilmes 1988) are introduced as sequential analytical tools for developing a systematic, data-based analysis of these practices.
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2022. “We don’t throw stones, we throw flowers”: race discourse and race evasiveness in the Norwegian university classroom. Ethnic and Racial Studies 45:7 ► pp. 1218 ff.
Harlap, Yael & Hanne Riese
2023. Race talk and white normativity: classroom discourse and narratives in Norwegian higher education. Teaching in Higher Education 28:8 ► pp. 1886 ff.
Kasper, Gabriele & Soo Jung Youn
2018. Transforming instruction to activity: Roleplay in language assessment. Applied Linguistics Review 9:4 ► pp. 589 ff.
Ro, Eunseok
2018. Understanding Reading Motivation From EAP Students’ Categorical Work in a Focus Group. TESOL Quarterly 52:4 ► pp. 772 ff.
Nguyen, Hanh Thi & Minh Thi Thuy Nguyen
2017. “Am I a good boy?”: Explicit membership categorization in parent–child interaction. Journal of Pragmatics 121 ► pp. 25 ff.
Robles, Jessica S.
2015. Extreme Case (Re)formulation as a Practice for Making Hearably Racist Talk Repairable. Journal of Language and Social Psychology 34:4 ► pp. 390 ff.
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