An Introduction to Critical Discourse Analysis in Education

An Introduction to Critical Discourse Analysis in Education

An Introduction to Critical Discourse Analysis in Education

An Introduction to Critical Discourse Analysis in Education

Synopsis

This book represents a new synthesis of theoretical and empirical work in critical discourse analysis in education. The contribution it makes is to begin to identify the ways in which discourse analytic accounts are connected to theories of learning.

Excerpt

The focus of this book is on the relationship between processes of learning in communicative interactions and Critical Discourse Analysis (CDA). Theoretically, the book seeks to conceptualize the relationship between language form and function in educational settings and merge CDA with theories of learning. Methodologically, the book demonstrates the ways in which CDA is put to work in critical ethnographic and interpretive research in education. The chapters draw on the contributors' empirical research in a variety of educational contexts, including teacher-research groups, an adolescent boy in an English classroom, a science museum, educational policy documents, adult literacy education, and a science teacher's talk about instructional practices. This is a timely book because there are few books that introduce and explore the myriad of concepts associated with CDA, especially in relation to educational research.

BACKGROUND OF THIS BOOK

This book represents a new synthesis of theoretical and empirical work in CDA in education. We bring together the work of new literacy studies (Barton, Hamilton, & Ivaniĉ, 2000; Cope & Kalantzis, 2000; Gee, 2000), situated literacies (Barton & Hamilton, 1998; Cole, 1996; Lave & Wenger, 1991), and critical discourse theory and analysis (Chouliaraki & Fairclough . . .

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