An Introduction to Critical Discourse Analysis in Education - Softcover

Softcover

ISBN 10: 0805848185 ISBN 13: 9780805848182

Publisher: Routledge, 2004

Synopsis

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.
Contributions 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 analytic procedures.

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

*provides 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.

About this title

About the Author

Rebecca Rogers is Associate Professor of Literacy Studies in the College of Education at the University of Missouri-St. Louis.

Review

...may be of interest to second language teachers interested in employing discourse analysis as a means of describing social relations and empowerment issues in the classroom.
—Modern Language Journal

...Roger's introduction covers a lot of useful territory....it is good to see that nearly all of the authors in the volume, from diverse academic backgrounds, are educators.
—Language in Society

...draws upon a range of current sociocultural theories of learning and approaches to critical discourse analysis, and advances both fields by generating new understandings of the relationships among language form and function, social practices, learning, identity, and social change.
—Judith W. Solsken
University of Massachusetts Amherst

This book is an ideal introduction to methods of critical discourse analysis for graduate research methods courses.
—Richard Beach
University of Minnesota

Importantly, and unusually, for an education research methods text, this book combines excellent ethnography and policy accounts with detailed explications of analytical routes. Illuminating stories of teachers' work, young people, policy shifts and parents underlie the varied analyses and their insights. This is not simply a how-to text, but rather a book that has important things to say to educators internationally about the contemporary contexts of our work. Rogers' new collection usefully explores emerging criticisms about CDA's blind-spots and limitations. This book will be widely read by teacher educators, educational researchers and students of CDA across the disciplines.
—Barbara Comber
University of South Australia

Edition details

• Publisher: Routledge
• Publication date: 2004
• ISBN 10: 0805848185
• ISBN 13: 9780805848182
• Binding: Paperback
• Language: English
• Edition number: 1
• Number of pages: 296
• Editor: Rogers Rebecca