The Experts below are selected from a list of 99 Experts worldwide ranked by ideXlab platform
Richard Bauman - One of the best experts on this subject based on the ideXlab platform.
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others words others voices the making of a Linguistic Anthropologist
Annual Review of Anthropology, 2018Co-Authors: Richard BaumanAbstract:Starting from a recent flash of reflexive illumination experienced as a member of a dissertation committee, this act of (re-)constructive retrospection recalls the principal forces, experiences, and individuals that shaped my career as a Linguistic Anthropologist and turned my interests toward poetics, performance, language ideology, and remediation. Retracing my steps—sometimes halting, sometimes headlong—along the winding path that I have followed makes clear the degree to which my career has depended on the generous and energizing influence of my mentors, teachers, and colleagues, but also on the frustrating roadblocks placed in my way by less generous and understanding figures that led me to turn toward what proved to be far more productive directions. This reflexive process has also made clearer to me than ever before how strongly my career has been affected by the shifting conditions imposed by the political economy of higher education as I made my way in academe. Expected final online publication d...
Russell G. Murphy - One of the best experts on this subject based on the ideXlab platform.
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'Just Trying to Be Human in This Place', Too: From Inside the Law School Classroom to filmandlaw.com
2012Co-Authors: Russell G. MurphyAbstract:Five years ago, the latest in a long line of studies and research projects that critically examined American legal education were published. The Carnegie Foundation Report, “Educating Lawyers: Preparation for the Profession of Law”, and the empirical research findings of Linguistic Anthropologist Elizabeth Mertz, “The Language of Law School: Learning to 'Think Like a Lawyer,” identified many shortcomings and negative consequences that result from the traditional pedagogy of the American law school classroom. In this Article, Professors Kate Nace Day and Russell G. Murphy explore some of the findings of these studies in the context of their experimentation with the use of storytelling, feature films, and documentaries in upper-division law classes. Beyond critical analysis of in-class film screenings, the Authors have integrated actual productions of small-scale documentary projects into the classroom experience to produce new forms of exposition describing and explaining law and to develop new methods of understanding and teaching law. Further, in light of Mertz’s findings on disturbing silences in the classroom, the Article explains how storytelling and film may create a more inclusive classroom by transforming the vision of law received by outsider students. The Article concludes by extending this work to broader types of community education and activism through the Authors’ new website, filmandlaw.com.
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‘Just Trying to Be Human in this Place’: Storytelling and Film in the First-Year Law School Classroom
2010Co-Authors: Russell G. MurphyAbstract:In 2007, the latest in a long line of studies and research projects that critically examined American legal education were published. The Carnegie Foundation Report, “Educating Lawyers: Preparation for the Profession of Law”, and the empirical research findings of Linguistic Anthropologist Elizabeth Mertz, “The Language of Law School: Learning to 'Think Like A Lawyer'”, identified many shortcomings and negative consequences that result from the traditional pedagogy of the American law school classroom. In this Article, Professors Kate Nace Day and Russell G. Murphy explore some of the findings of these studies in the context of their experimentation with the use of storytelling, feature films, and documentaries in first year law classes. The Article suggests that these materials can effectively supplement doctrinal teaching by “humanizing” the first year experience through refocusing on the real world experiences of lawyers and clients, examining the social consequences of legal controversies, and factoring “justice” into the case dialogue method. Further, in light of Mertz’s findings on the disturbing silences in the classroom, the Article argues that storytelling and film can transform the vision of law received by outsider students.
John M. Conley - One of the best experts on this subject based on the ideXlab platform.
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Can You Talk Like a Lawyer and Still Think Like a Human Being?: Mertz’s the Language of Law School
Law and Social Inquiry-journal of The American Bar Foundation, 2009Co-Authors: John M. ConleyAbstract:The last thirty years in anthropology, as well as in Linguistics and many of the other social sciences, has been characterized by a shift in theoretical focus from structure to practice. In The Language of Law School: Learning to "Think Like a Lawyer" (2007), the Linguistic Anthropologist and law professor Elizabeth Mertz has brought this practice perspective to bear on the extraordinary Linguistic and cultural venue that is the first-year law school classroom. In revealing the Linguistic realities of teaching new students to "think like a lawyer", she raises fascinating questions about the relationship between language and thought, the subtle effects of legal education, and the nature of law itself.
Cécile B. Vigouroux - One of the best experts on this subject based on the ideXlab platform.
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Trans-scription as a social activity
2020Co-Authors: Cécile B. VigourouxAbstract:certainly one of the most closely scrutinized activities on the data construction chain. Paradoxically it is the least well understood. Despite their diversity, all the approaches to transcription have in common the fact of examining it from the point of view of its outcome: the scription. My point of departure is different: in order to deconstruct scription, I move upstream and investigate the activity that produces it, thus focusing on the trans process. The data on which this analysis rests are videotaped transcription activity performed collaboratively by a Linguistic Anthropologist and her two consultants. My analysis demonstrates how scription is constructed in a perpetual tension between authority and
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The making of a scription: a case study on authority and authorship
Text - Interdisciplinary Journal for the Study of Discourse, 2020Co-Authors: Cécile B. VigourouxAbstract:In this article I examine a collaborative transcription activity between an American Linguistic Anthropologist and her two French consultants. Transcription is analyzed here as a discursive process between the three co-transcribers that shapes a locally and interactionally produced document: the scription. Instead of examining the transcription as a product, the tradition in the literature, I focus on the process that produces the scription as text. I show how the co-transcribers' verbalizations of their choices enable us to understand how a scription is constructed from and around layers of authorships and conflictive authorities. I argue that a transcription process should be conceived of as a chain of embedded activities (viz., listening, reading, video watching, and writing). I show how these activities unfold sequentially, each of them providing a (re)contextualizing frame for the next. I submit that a transcription is a complex process of entextualizations spread over several points in time, whereas a scription mediates further entextualizations through its own circulation.
Lanita Jacobs-huey - One of the best experts on this subject based on the ideXlab platform.
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The Natives Are Gazing and Talking Back: Reviewing the Problematics of Positionality, Voice, and Accountability among "Native" Anthropologists
American Anthropologist, 2002Co-Authors: Lanita Jacobs-hueyAbstract:In this article, a Linguistic Anthropologist reviews the growing literature on the possibilities and problematics of under- standing "native" anthropology and its implications for the construction of ethnographic knowledge. The author examines the cen- trality of language for "native" scholars in negotiating their legitimacy in the field. Confessions of failure by native scholars and their dilemmas with translation illuminate the dialogic and political nature of ethnographic inquiry, particularly when research is conducted in "home" communities. Moreover, native ethnographers' critical reflexivity regarding their subject positionings and "voice" may con- stitute a counterhegemonic rhetorical strategy for negotiating multiple accountabilities. Self-identification as a native scholar is seldom a means through which researchers "play the native card" via a noncritical privileging of their "insider" status. Instead, claiming native status may act tactically as both a normalizing and an exclusivizing endeavor, as well as a signif ier of the decolonization of anthropo- logical thought and practice. The author considers these and other critical implications of native anthropological research in relation to her own multisited research on African American Linguistic and cultural practices focused on hair care. (Keywords: "native" anthropol- ogy, language, representation, reflexivity, translation)