Abstract
Ethnomethodological studies of talk in educational settings are concerned with the explication of the ‘routine grounds of everyday life’ (Garfinkel, 1967) in classrooms, staff meetings, diagnostic and testing sessions, parent-teacher interviews, and other settings in which the practical work of schooling goes on. These studies are concerned to show, through careful and detailed analyses of actual interactive events, how members in these settings use talk and other resources to accomplish the phenomena and objects that are otherwise treated as givens in social science and education. Ethnomethodological studies examine how members in educational studies achieve as orderly, recognisable and accountable such matters as lessons, the institutional categories of “teachers” and “students”, what counts as reading, classroom order or disorder, teacher authority, power, formality, student ability, and a host of other presences in school life.
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