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Theorizing interpretation in context...

Chandler, Sarah W.

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Theorizing interpretation in context: A feminist ethnographic study of an elder women's writing group.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Theorizing interpretation in context: A feminist ethnographic study of an elder women's writing group./
Author:	Chandler, Sarah W.
Description:	292 p.
Notes:	Adviser: Janet Langlois.
Contained By:	Dissertation Abstracts International62-03A.
Subject:	Anthropology, Cultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3010072
ISBN:	0493198164

Theorizing interpretation in context: A feminist ethnographic study of an elder women's writing group.
Chandler, Sarah W.

Theorizing interpretation in context: A feminist ethnographic study of an elder women's writing group. - 292 p.

Adviser: Janet Langlois.

Thesis (Ph.D.)--Wayne State University, 2001.

My dissertation explores how the “felt,” inarticulate responses experienced while reading and listening structure and orient the interpretation of texts. Data were gathered through participant/observation at a writing group of professional, women writers in mid-life and older (ages 50–85). I collected and analyzed data using grounded theory modified to accommodate feminist objectives. Analysis considered not only the linguistic points of closure and coherence generally defined as interpretation, but also the inarticulate processes embedded within acts of suspended judgment, reflection, and simultaneous consideration of multiple possibilities.

ISBN: 0493198164Subjects--Topical Terms:

735016
Anthropology, Cultural.

Theorizing interpretation in context: A feminist ethnographic study of an elder women's writing group.
LDR:03294nam 2200325 a 45 001 938267
005 20110511
008 110511s2001 eng d
020 $a 0493198164
035 $a (UnM)AAI3010072
035 $a AAI3010072
040 $a UnM $c UnM
100 1 $a Chandler, Sarah W. $3 1262115
245 1 0 $a Theorizing interpretation in context: A feminist ethnographic study of an elder women's writing group.
300 $a 292 p.
500 $a Adviser: Janet Langlois.
500 $a Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 1241.
502 $a Thesis (Ph.D.)--Wayne State University, 2001.
520 $a My dissertation explores how the “felt,” inarticulate responses experienced while reading and listening structure and orient the interpretation of texts. Data were gathered through participant/observation at a writing group of professional, women writers in mid-life and older (ages 50–85). I collected and analyzed data using grounded theory modified to accommodate feminist objectives. Analysis considered not only the linguistic points of closure and coherence generally defined as interpretation, but also the inarticulate processes embedded within acts of suspended judgment, reflection, and simultaneous consideration of multiple possibilities.
520 $a Patterns in the women's “felt” interpretive response were hypothesized through inductive analysis of conversations and story-telling sequences evoked by readings at the group. Interpretants constructed meaning by resorting to “feelings” and anecdotes from personal experience as well as logical, analytic forms. Conversational sequences suggest that nonlinguistic, sensory responses to texts are evoked in the form of complex, inarticulate, contextual “stories” or “scenes” which arise intact and “all at once.” These stories oriented interpretation by directing the processes of selection and temporal ordering of linguistic “elements” identified by theorists such as Wolfgang Iser and Stanley Fish. Evoked stories influenced interpretants' choice of “significant” features by framing the text in terms of a response which was compound, conflicted and associative; at the same time, evoked stories were simplified and overwritten by the logical selective processes which they oriented. My research suggests that dynamic and unresolved interactions between multifaceted, “all at once” “felt” response and the more linear, step-by-step linguistic response structures interpretation as simultaneously “coherent” and “incoherent,” closed and always incomplete. I supplement this analysis with self-reflexive contemplation of my interpretive response as a way to develop context-specific theories for how particular instances of these interactions generate “new” interpretations and changes in thinking.
590 $a School code: 0254.
650 4 $a Anthropology, Cultural. $3 735016
650 4 $a Folklore. $3 528224
650 4 $a Gerontology. $3 533633
650 4 $a Literature, General. $3 1018152
650 4 $a Women's Studies. $3 1017481
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690 $a 0351
690 $a 0358
690 $a 0401
690 $a 0453
710 2 0 $a Wayne State University. $3 975058
773 0 $t Dissertation Abstracts International $g 62-03A.
790 $a 0254
790 1 0 $a Langlois, Janet, $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3010072