This landmark text is the first introduction to concepts and issues in
critical discourse analysis for educational researchers. The central
premise is that critical discourse analysis must be conducted
"systematically," which means conducting inquiry into the ways in which
language form and function correlate with social practices. Bringing
together the work of New Literacy Studies, situated literacy, critical
discourse theory and analysis with theories of learning, the text is
distinctive in providing not just useful analytic accounts of discourse
in classroom and other settings, but going on to identify ways in which
these forms of language are connected to theories of learning.
from two pioneers in the field--James Gee and Norman Fairclough--are
combined with empirically grounded chapters that illustrate variations
of their approaches to critical discourse analysis. Each chapter
presents examples of systematical critical discourse analysis and its
relevance in education settings, and provides detailed information on
An Introduction to Critical Discourse Analysis in Education:
*introduces key concepts in critical discourse analysis and answers some of the frequently asked questions;
*situates critical discourse analysis within educational research; and
detailed analytic procedures, to demystify the process, allow
researchers to have a conversation about issues of trustworthiness of
interpretations and value to educational contexts, and enable
replication of studies.
The new synthesis of theoretical
and empirical studies in critical discourse analysis and education the
book presents will interest newcomers to critical discourse analysis,
as well as researchers and educators interested in discourse, identity,
and learning. The descriptive, critical ethnographic and interpretive
approaches to critical discourse analysis developed in each chapter
make the book accessible yet theoretically rich. Pedagogical features
make critical discourse analysis accessible to students. The text is
cross-disciplinary, intended for courses in qualitative methodology,
discourse analysis, critical discourse studies, and literacy education.
It will appeal not only to education researchers but to a wide
readership within literacy studies, linguistics, sociology, and other
social sciences concerned with contemporary approaches to describing
and explaining the role of language in learning and education.
Table of Contents
Contents: R. Rogers, Preface. J. Collins, Foreword. R. Rogers, An Introduction to Critical Discourse Analysis in Education. J.P. Gee, Discourse Analysis: What Makes It Critical? R. Rogers, A Critical Discourse Analysis of Literate Identities Across Contexts: Alignment and Conflict. S. Rowe, Discourse in Activity and Activity as Discourse. L.K. Sarroub, Reframing for Decisions: Transforming Talk About Literacy Assessment Among Teachers and Researchers. C. Lewis, J. Ketter, Learning as Social Interaction: Interdiscursivity in a Teacher and Researcher Study Group. J.P. Young, Cultural Models and Discourses of Masculinity: Being a Boy in a Literacy Classroom. H. Woodside-Jiron, Language, Power, and Participation: Using Critical Discourse Analysis to Make Sense of Public Policy. L.P. Stevens, Locating the Role of the Critical Discourse Analyst. N. Fairclough, Semiotic Aspects of Social Transformation and Learning. R. Rogers, Setting an Agenda for Critical Discourse Analysis in Education.