Christian Greiffenhagen
School of Social Sciences
Sociology
Arthur Lewis Building
University of Manchester
Manchester M13 9PL
UK
Tel: +44 (161) 275 2488
Email: christian.greiffenhagen[replace_with@]manchester.ac.uk
Official Webpage: URL
Academia.Edu: http://manchester.academia.edu/ChristianGreiffenhagen (WITH ONLINE PAPERS)
video-based studies of social interaction; sociology and philosophy of science/mathematics; sociology of technology (special focus on nanotechnology); science/mathematics education; ethnomethodology; conversation analysis; computer-supported cooperative work (CSCW); computer-supported collaborative learning (CSCL)
Greiffenhagen, C. and W. Sharrock. Searle's rule-following paradox: do we follow the rules of an institution?
Greiffenhagen, C. and W. Sharrock. Tensions in Lave and Wenger's theory of situated learning.
Greiffenhagen, C. Making rounds: the routine work of the teacher during collaborative learning with computers Forthcoming in International Journal of Computer-Supported Collaborative Learning (ijCSCL).
Greiffenhagen, C. and W. Sharrock. Does mathematics look certain in the front, but fallible in the back? Forthcoming in Social Studies of Science.
Greiffenhagen, C., M. Mair, and W. Sharrock. From methodology to methodography: a study of qualitative and quantitative reasoning in practice. Forthcoming in Methodological Innovations Online.
Greiffenhagen, C. Visual grammar in practice: negotiating the arrangement of speech bubbles in storyboards. Forthcoming in Semiotica.
Greiffenhagen, C. Conversation analysis. Forthcoming in D. Southerton (Ed.), Encyclopedia of Consumer Culture. Thousand Oaks, CA: Sage.
Greiffenhagen, C. and W. Sharrock. Sources for myths about mathematics: on the significance of the difference between finished mathematics and mathematics-in-the-making. Forthcoming in K. Francois et al. (Eds.), Bringing together Philosophy and Sociology of Science. London: College Publication.
Greiffenhagen, C. (2010). A sociology of formal logic? Essay review of Claude Rosental's 'Weaving Self-Evidence'. Social Studies of Science 40 (3), 471-480. [DOI]
Watson, P. and C. Greiffenhagen (2009). Press scrums: some preliminary observations. R. Fitzgerald and W. Housley (Eds.), Media, Policy and Interaction, pp. 115-135. Farnham: Ashgate. [PDF]
Greiffenhagen, C. and W. Sharrock (2009). Two concepts of attachment to rules. Journal of Classical Sociology 9(4), 405-427. [DOI]
Greiffenhagen, C. (2009). News interviews: Clayman and Heritage's 'The News Interview'. In F. Devine and S. Heath (Eds.), Doing Social Science: Evidence and Methods in Empirical Research, pp. 167-192. Basingstoke: Palgrave Macmillan. [PDF]
Greiffenhagen, C. and R. Watson (2009). Visual repairables: analysing the work of repair in human-computer interaction. Visual Communication 8 (1), 65-90. [DOI]
Greiffenhagen, C. and W. Sharrock (2009). Mathematical equations as Durkheimian social facts? In G. Cooper, A. King, and R. Rettie (Eds.), Sociological Objects: Reconfigurations of Social Theory, pp. 119-135. Aldershot: Ashgate. [PDF]
Throne-Holst, H., S. Randles, C. Greiffenhagen, P. Strandbakken, and E. Stø (2009). Risk, responsibility, rights, regulation and representation in the value chain of nano-products. In S. Arnaldi, A. Lorenzet, and F. Russo (Eds.), Technoscience in Progress. Managing the Uncertainty of Nanotechnology, pp. 31-52. Amsterdam: IOS Press. [DOI]
Greiffenhagen, C. (2008). Video analysis of mathematical practice? Different attempts to 'open up' mathematics for sociological investigation. Forum: Qualitative Social Research 9 (3). [URN]
Greiffenhagen, C. and W. Sharrock (2008). Where do the limits of experience lie? Abandoning the dualism of objectivity and subjectivity. History of the Human Sciences 21 (3), 70-93. [DOI]
Greiffenhagen, C. and W. Sharrock (2008). School mathematics and its everyday other? Revisiting Lave's 'Cognition in Practice'. Educational Studies in Mathematics 69 (1), 1-21. [DOI]
Greiffenhagen, C. (2008). Unpacking tasks: the fusion of new technology with instructional work. Computer Supported Cooperative Work (CSCW) 17 (1), 35-62. [DOI]
Greiffenhagen, C. and W. Sherman (2008). Kuhn and conceptual change: on the analogy between conceptual changes in science and children. Science & Education 17 (1), 1-26. [DOI]
Greiffenhagen, C. and W. Sharrock (2007). Linguistic relativism: logic, grammar, and arithmetic in cultural comparison. Language & Communication 27 (1), 81-107. [DOI]
Greiffenhagen, C. and W. Sharrock (2006). Logical relativism: logic, grammar, and arithmetic in cultural comparison. Configurations 14 (3), 275-301. [DOI]
Greiffenhagen, C. and W. Sharrock (2006). Mathematical relativism: logic, grammar, and arithmetic in cultural comparison. Journal for the Theory of Social Behaviour 36 (2), 97-117. [DOI]
Greiffenhagen, C. and R. Watson (2005). “Teoria” e “Método” na CMC: identidade, género e tomada-deturno: uma abordagem etnometodológica e analítico conversacional [“Theory” and “Method” in CMC: identity, gender, and turn-taking: an ethnomethodological and conversation analytic approach]. In A. Braga (Ed.), CMC, Identidades e Género: Teoria e Método, pp.89-114. Covilhã: Universidade da Beira Interior. [in Portuguese] [WEB]
Greiffenhagen, C. and W. Sharrock (2005). Gestures in the blackboard work of mathematics instruction. Proceedings of 2nd Conference of the International Society for Gesture Studies (Lyon, France, June 15-18, 2005). [WEB]
Birmingham, P., C. Davies, and C. Greiffenhagen (2002). Turn to face the Bard: making sense of three-way interactions between teacher, pupils and technology in the classroom. Education, Communication & Information 2 (2-3): 139-161. [DOI]
Greiffenhagen, C. (2000). From traditional blackboards to interactive whiteboards: a pilot study to inform system design. Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education (PME-24, Hiroshima, Japan, July 23-27, 2000), Volume 2, pp. 305-313.
Greiffenhagen, C. (2000). Out of the office into the school: electronic whiteboards for education. Programming Research Group Technical Report TR-16-00 (December 2000). Oxford University Computing Laboratory. [WEB]