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Erving Goffman: A Critical Introduction to Media and Communication Theory, by Yves Winkin, Wendy Leeds-Hurwitz
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Although Erving Goffman never claimed to be a media or communication scholar, his work is definitely relevant to, and has already served as a substantial resource for, those who are. This is the first detailed presentation and analysis of his life and work intended specifically for a communication audience. While primarily an introduction to Goffman’s work, those already familiar with his ideas will also learn something new. In addition to summarizing Goffman’s major concepts and his influence on other scholars, the book includes an intellectual biography, explication of his methods, and an example of how to extend his ideas. Readers are invited to consider Goffman as a lens through which to view much of the pattern evident in the social world. Goffman’s work always appealed to the general public (several of his books became bestsellers), and so this book has implications for those who are interested in the role of media or communication in their own lives as well as those who study it professionally.
- Sales Rank: #6829924 in Books
- Published on: 2013-08-14
- Original language: English
- Number of items: 1
- Dimensions: 9.17" h x .0" w x 6.10" l, .0 pounds
- Binding: Hardcover
- 178 pages
Review
«Winkin and Leeds-Hurwitz have succeeded in presenting a succinct, eminently readable introduction to the work of Erving Goffman [...]. [...] it provides an excellent, accessible, and rich overview of his prodigious output, making Erving Goffman a useful resource for students and researchers alike. [...] This slender volume punches well above its weight and should find a place on most folklorists' shelves.»
(Timothy Tangherllini, Folklore Vol.127 No.3 2016)
«Goffman is an intriguing figure, worthy of study as much as his theories. This text manages to separate the man from his theories, yet it illustrates the powerful relationship between the two and how, together, they constitute a continuing influential presence.»
(Daniel P. Compora, Journal of Folklore Research Reviews April 2015)
About the Author
Yves Winkin is University Professor of Communication at the Ecole normale supérieure of Lyon (ENSL), France, and Extraordinary Professor of Anthropology at the University of Liège, Belgium. His major books include Anthropologie de la communication (1996, translated into Spanish and Portuguese); Erving Goffman: les moments et leurs hommes (1988, translated into Spanish, Portuguese and Japanese); and La Nouvelle Communication (1981, translated into Greek, Spanish and Portuguese). His latest book is Vers une marche plaisir en ville: boîte à outils pour augmenter le bonheur de marcher (2012, with Sonia Lavadinho). His MA is from the Annenberg School of Communication at the University of Pennsylvania; his PhD is from the University of Liège.
Wendy Leeds-Hurwitz is Director of the Center for Intercultural Dialogue and Professor Emerita at the University of Wisconsin-Parkside. Among her books are: Learning Matters: The Transformation of US Higher Education (2012, with Peter Hoff), The Social History of Language and Social Interaction Research (2010), Socially Constructing Communication (2009, with Gloria Galanes), Wedding as Text (2002), Social Approaches to Communication (1995), Semiotics and Communication (1993), and Communication in Everyday Life (1989). Leeds-Hurwitz earned her MA and PhD degrees from the University of Pennsylvania.
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Goffman's continued relevance for microanalysis of interaction
By Stephen O. Murray
I am far from being the target audience of Yves Winkin and Wendy Leeds-Hurwitz’s introduction to the relevance of the work/ideas of Erving Goffman (1922-82) for those in communication. Though not recently, I have read almost all of what Goffman published and observed him skulking about and otherwise participating at some annual meetings of the American Sociological Association—participating as an eviscerating discussant of a sociolinguistic session. The rest of the time that I saw him, he was playing observer unaware or feigning unawareness that far from being invisible, he was being watched, too. “Faulty interactant” is a term Winkin and Leeds-Hurwitz use, albeit not in reference to Goffman’s own conduct. In his case, I would add the adverb “belligerently” to it. From what I have heard from various people (including the authors herein) who were graduate students at the University of Pennsylvania where Goffman was a “Benjamin Franklin Professor” from 1969 until his death, professing as little as possible, indifferent if not hostile to teaching, he was also a faulty professor.
Albeit in French, Winkin had written very insightfully about Goffman’s early trajectory. It is great to have this available in English, with some reaching further into Goffman’s life. It was quite clear that Goffman’s life influenced his outsider perspective on Anglophone cultures, including the Shetland Island site of his doctoral fieldwork, the massive St. Elizabeth’s Hospital in Bethesda, Maryland before mental patients were dumped into the streets, Nevada casinos, magazine advertisements, etc.
Teasing out some Goffman remarks about methods, the authors show him an advocate for long-term (one year) immersive fieldwork, though it seems to me that Goffman rarely, if ever, practiced immersive fieldwork, especially not in any alien (at least alien in language) culture. While candid about the unsystematic character of Goffman’s observations and writing, they also present some of his labels and primitive typologies in ways that will be heuristic for those doing microanalysis of interaction.
Though occasionally claiming that the “interaction order’ is created in interaction, generally, Goffman was aware that the rules (tacit ones as well as those laid down in etiquette books that he also examined) of how to do interaction in a particular culture predate any instance of interaction, so that “interaction order” is not different in abstractness from “social structure.” As they quote him (an example of the clotted Goffman prose): “A person’s performance of face-work, extended by his tacit agreement to help others perform theirs, represents his willingness to abide by the ground rules of social interaction. Here is the hallmark of his socialization as an interactant. If he and the others were not socialized in this way, interaction in most societies and most situations would be a much more hazardous thing for feelings and face.”
Moreover, in conflict with the “conversation analysis” pioneered by some restive Goffman students, Goffman insisted on the vital importance of context and on what is not captured on audiotape recordings and transcriptions. Unlike them, Goffman did not believe the structuralist assumption that “text reveals structure,” though specifying what else is involved and what is the “context” are often puzzling enough that I can sympathize with attempts to ignore them. Neither Goffman nor Winkin and Leeds-Hurwitz provide recipes for identifying what is relevant “context” or how to identify the (oft-neglected) “situation.”
As someone who is not a novice to thinking about what Goffman wrought, I think that Winkin and Leeds-Hurwitz choose good ideas that others may also find heuristic. In regard to Stigma, however, I am puzzled that they focus almost exclusively on the “discredited,” though for me the most important part of Goffman’s analysis in that 1963 concerns those who are “discreditable” rather than “discredited.” Personally, I am more interested in “role engulfment” (self-role merger) than in “role distance,” though Goff man the person and the analyst were expert in maintaining distance from roles.
In contrast with the insightful chapters about Goffman’s biography, main ideas, and methods, I find the chapter about which communication professionals have drawn on ideas (or at least terms) from Goffman boring, and the chapter on supposedly observing an interaction order (a conference) “through Goffman’s eyes” underwhelming and not all that warranted by Goffman’s practices or prescriptions.
There is much in the book of value to those interested in microanalysis who, like Goffman himself, are not in the guild of communication professors and students, skipping the first half (or the whole) of the third chapter.
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