Disclaiming knowledge to encourage participation in research group meetings
Bibliographic Data
| ID | 7750751 |
|---|---|
| Authors | Fabíola Stein (0000-0003-3181-806X, Uppsala University, corresponding author), Helen Melander Bowden (0000-0003-4769-4479, Uppsala University) |
| Year | 2024 |
| Volume | 26 |
| Issue | 6 |
| Pages | 799-821 |
| Publication date | 2024-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies (JOURNAL) |
| Journal identifiers | ISSN: 1461-4456 • E-ISSN: 1461-7080 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14614456241252598 |
| OpenAlex | W4398781048 |
| Language | EN |
| Citations received | 1 |
| References cited | 33 |
This study investigates instances where experienced researchers make explicit claims of lack of knowledge (e.g., ‘I have to reveal my ignorance completely’) in the context of paper discussions during research group meetings. Drawing on multimodal interaction analysis, the analysis focuses on epistemic disclaimers in their sequential contexts, and the local management of institutional identities and domains of knowledge. The analyzed data draw from video-ethnographic work involving participant observation and video recordings at a research program in Physical Chemistry at a Swedish university. Focusing on epistemic disclaimers occurring in first pair-parts, the analysis explores how senior researchers employ disclaimers to mark the eliciting function of their questions, as they work to encourage participation by opening the floor while positioning co-participants as (more) knowledgeable. The results evidence how the accomplishment of peer collaboration and knowledge distribution in scientific work involves the management of rights and responsibilities with respect to knowledge and scientific expertise
Conversation · Conversation analysis · Knowledge management · Physics · Communication · Computer Science · Delphi Technique in Research · Evaluation and Performance Assessment · Innovative Education and Learning Practices · Psychology
Conversation Analysis as Social Theory
Glossary of transcript symbols with an introduction
Talk at work
Epistemic Stance in English Conversation
The Morality of Knowledge in Conversation
On digressing with a stance and not seeking a recipient response
Stance taking in conversation
Participation, stance and affect in the organization of activities
I don't know as a Prepositioned Epistemic Hedge
Extreme Case Formulations
Schisming
Inside regular lab meetings
Forgetfulness as an Interactive Resource
Extreme case formulations
The Epistemic Engine
Negotiation of expertise and multifunctionality
Multimodal action formats for managing preference
Expertise as a domain in interaction
Expertise as a domain of epistemics in intensive care shift-handovers
Displaying, contesting and negotiating epistemic authority in social interaction
The Constitution of Expert-Novice in Scientific Discourse
The co-operative, transformative organization of human action and knowledge
Abandoning dead ends
Tensions in the epistemic domain and claims of no-knowledge
The epistemics of social relations
A preference for progressivity in interaction
Claiming Insufficient Knowledge
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |