Vulgar competence, ethnomethodological indifference and curricular design

Abstract

In the paper, we discuss the relation between ethnomethodologically inspired video analysis and curricular design. Often the relation between analysis and design is taken as a relation between descriptive and prescriptive accounts. Conceptualised in this way, ethnomethodology and curricular design is a world apart. With a focus on ethnomethodology's take on analytical and normative questions, however, some ethnomethodological insights might play an interesting role in investigation as well as development of computer based learning environments. The discussion is structured around four analytical commitments: become vulgarly competent; be indifferent to formal analytic methods, not member concerns; focus on actions and immanent pedagogies, not learning; and, do hybrid studies.