|Editor||A. Ross, The Experience of Citizenship|
The following quote is just one example of the types of categorizations or understandings which were made manifest in a research carried out on preservice and inservice teachers' attitudes towards linguistic and cultural diversity in the classroom. Using a qualitative approach, informed by discursive psychology (Edwards & Potter, 1992), ethnomethodology (Garfinkel, 1967; Sacks, 1972), and conversation analysis (Heritage, 1984), the research examined how cultural and social 'otherness' was constituted in talks between preservice teachers and inservice teachers in Catalonia, Spain, and how those categorizations were put to use in their discourse. The study consisted of three different subject groups: two preservice teacher groups (n = 41; n = 10) and one group of inservice teachers (n = 10). By analysing their discourse, the research focused on how teachers in a foreign language classroom 'made sense of their world' (Crotty, 1998; Gubrium & Holstein, 2000), thus highlighting the way they understood the structure and order of the situation they were discussing. In this particular case, the topic was diversity within the classroom.