This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions language in classrooms with diverse learners. Part 2 presents two telling case studies that illustrate the logic-of-inquiry of (ME/DA) approaches. These telling case studies make transparent how theoretical considerations of cultural perspectives on education inform decisions regarding research methodology. Telling Case Study 1 makes transparent the logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.

中文翻译：

---

研究教育环境中知识的超时构建：一种微观人种学话语分析方法

这篇综述提出了支持微观民族志话语分析 (ME/DA) 方法来研究教育现象的理论基础。审查分为两部分。第 1 部分对两个开创性的文献评论进行了分析性评论，这些评论构建了微观民族志的理论和方法论发展以及在具有不同学习者的课堂中使用的功能语言。第 2 部分介绍了两个有说服力的案例研究，它们说明了 (ME/DA) 方法的探究逻辑。这些有说服力的案例研究使教育文化观点的理论考虑如何为有关研究方法的决策提供信息。讲述案例研究 1 使所进行的探究逻辑变得透明，以说明对物理课程参与者之间的话语和行动的微观分析如何为确定不同群体如何承担共同任务提供经验基础。本案例研究显示了人种学信息的话语分析如何形成理论识别知识构建的社会过程的基础。讲述案例研究 2 进行透明的多层次分析，以检查在艺术工作室课程中跨多个活动周期交流和采用艺术解释的创造性过程的方式。总之，这些有说服力的案例研究提供了证据，证明 ME/DA 如何为调查不同教育背景下的复杂学习过程提供理论基础的探究逻辑。