Too much coffee: dialogic knowledge production in practice

TY - CONF

T1 - Too much coffee

T2 - COMMUNICATION, MEDICINE & ETHICS

AU - Nordentoft, Helle Merete

AU - Olesen, Birgitte Ravn

PY - 2012/6/28

Y1 - 2012/6/28

N2 - A dialogical and democratic ideal of knowledge production in practice implies a mutual respect of multivocality in-interaction. In this paper we examine the ways in which researchers’ together with practitioners negotiate different knowledge forms in a psychiatric setting. Inspired by action research we - two researchers - have worked together with the staff at two psychiatric wards in order to make psychoeducation more dialogical and less monological. The data we draw on comes from one out of 6 workshops with the staff, where a part of the workshop was used as a forum for participants’ reflections on their peer observations of psychoeducation in practice.In the paper we conduct a micro-level analysis inspired by conversation analysis and ethnomethodology of the interaction between two practitioners and the two researchers as they negotiate how a psychiatric patient who drinks too much coffee can be motivated to drink less coffee.The ethnomethodological perspective reveals how the participants’ different common-sense and hierarchical perceptions of a normative theory and its meaning in practice appears to guide the talk about how to motivate the patient to drink less coffee. The negotiation between the researchers’ and practitioners’ approach to the coffee drinking patient facilitate a more profound understanding of how different knowledge forms can be at play in other ways than expected.In conclusion the findings show that dialogue and interplay between different knowledge forms related to practice have the potential to develop participants’ situational knowledge.

AB - A dialogical and democratic ideal of knowledge production in practice implies a mutual respect of multivocality in-interaction. In this paper we examine the ways in which researchers’ together with practitioners negotiate different knowledge forms in a psychiatric setting. Inspired by action research we - two researchers - have worked together with the staff at two psychiatric wards in order to make psychoeducation more dialogical and less monological. The data we draw on comes from one out of 6 workshops with the staff, where a part of the workshop was used as a forum for participants’ reflections on their peer observations of psychoeducation in practice.In the paper we conduct a micro-level analysis inspired by conversation analysis and ethnomethodology of the interaction between two practitioners and the two researchers as they negotiate how a psychiatric patient who drinks too much coffee can be motivated to drink less coffee.The ethnomethodological perspective reveals how the participants’ different common-sense and hierarchical perceptions of a normative theory and its meaning in practice appears to guide the talk about how to motivate the patient to drink less coffee. The negotiation between the researchers’ and practitioners’ approach to the coffee drinking patient facilitate a more profound understanding of how different knowledge forms can be at play in other ways than expected.In conclusion the findings show that dialogue and interplay between different knowledge forms related to practice have the potential to develop participants’ situational knowledge.

KW - Facilitering af videnprocesser

KW - Facilitering af videnprocesser

M3 - Paper

Y2 - 28 June 2012 through 30 June 2012

ER -