A dialogical approach in an educational conversation on the topic of ethnicity and identity

Б. Муратбаева, Университет Мартина, Лютера Галле-Виттенберг, Германия Галле, Bachyt Muratbayeva
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Abstract

This article presents a look at ethnicity from the point of view of some important sociological and socioanthropological theories and based on empirical data. One of these theories is Frederick Barth's theory of ethnicity. Everyday life communication and the practice of social interaction are the subjects of the study of ethnomethodology by Harold Garfinkel, and it is an important topic in the dialogic theory of Mikhail Bakhtin. In my study of ethnicity, these approaches, since it is in them that communication is given a primary role, are central and are also reflected in the research method - the method of conversational analysis. Two empirical examples from a rural hospital in Kazakhstan show speech genres in which the ethnic category becomes an integral part of the action and an important means of communication. In this case, the interlocutors resort to the ethnic category in order to clarify the identity of the person they are talking about. In such moments of social interaction, ethnicity is important for interlocutors not in the sense of collective group identity, which divides people into groups, covering up a person's personality, but as information necessary for recognizing and clarifying a specific personality. We are not talking about family, friendship or other close relationships in which the ethnic difference has either long been forgotten or did not matter at all, but about relationships where the interlocutors do not have sufficient information about each other. In this sense, ethnic categories can be compared to a certain extent with the name of a person. The author believes that the use of ethnic categories in everyday language speaks about the similarity of people, about their common speech practices, which are often dominated by stereotypical knowledge, about their common socialization, communication environment, worldview that developed at the beginning of the formation of the (multinational) Soviet state.
在关于种族和身份的教育对话中采用对话方法
本文从一些重要的社会学和社会人类学理论的角度,并以实证数据为基础,对种族问题进行了探讨。弗雷德里克-巴特的种族理论就是其中之一。日常生活交流和社会交往实践是哈罗德-加芬克尔(Harold Garfinkel)民族方法论研究的主题,也是米哈伊尔-巴赫金(Mikhail Bakhtin)对话理论的重要课题。在我的民族研究中,这些方法是核心,也反映在研究方法--会话分析方法中,因为在这些方法中,交流被赋予了首要地位。来自哈萨克斯坦一家乡村医院的两个实证案例显示,在这些言语流派中,民族类别成为行为的组成部分和重要的交流手段。在这种情况下,对话者借助民族类别来澄清他们正在谈论的人的身份。在这种社会交往中,民族对于对话者的重要性不在于集体群体身份的意义上,集体群体身份将人们划分为不同的群体,掩盖了一个人的个性,而是作为识别和澄清特定个性的必要信息。我们所说的不是种族差异早已被遗忘或根本不重要的家庭、友谊或其他亲密关系,而是对话者对彼此没有足够了解的关系。从这个意义上说,民族类别在某种程度上可以与人名相提并论。作者认为,在日常用语中使用民族类别说明了人与人之间的相似性,说明了他们共同的言语习惯,而这些习惯往往是由陈旧的知识所主导的,说明了他们共同的社会化、交流环境以及在(多民族的)苏维埃国家形成之初所形成的世界观。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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