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Editor: Rebecca Rogers

Edition: Second

Publisher: Routledge/Taylor & Francis

Price: £85.00 and £.99

ISBN 9780415874281 and 74298

Teacher first, researcher second. Educational researchers are often teachers who are keen to understand and address issues that are rooted in their own professional practice. Many enter education precisely because they are concerned about issues of power, equality and justice. It is not surprising, then, that critical discourse analysis (CDA) offers an appealing approach for the educational practitioner, who can use it to link the detail of everyday practice to wider social and political structures. It is not surprising either that practitioner-researchers often find such approaches daunting and confusing, located as they are in theoretical frameworks that are unfamiliar to many.

As Rebecca Rogers shows in her introduction to this second edition, the term "critical discourse analysis" is used in myriad different ways. Many CDA texts do not attempt to contextualise their particular approach among the others that exist, and in my experience research students can find themselves becoming more, rather than less, confused the more they read.

Rogers' text provides a map through some of the best-established terrain. Her introduction reassures researchers that there are many overlapping theoretical frames for CDA, and that it is characterised by "methodological hybridity".

The second edition has been helpfully structured into three parts. Each section has a lead chapter setting out a principal tradition in CDA, followed by three chapters illustrating research situated broadly in that tradition.

The format offers students the opportunity to see how particular approaches might fit the kinds of research questions they want to explore, as well as providing accounts of research that are often fascinating in their own right. For example, Monica Pini's analysis of the discourses of educational management organisations in the US is particularly pertinent to the current situation in the UK, where wide-ranging innovations in school management are under way. A chapter such as this can open neophyte researchers' minds to the possibilities for close and deep analysis of the discourses that are naturalised all around them.

A new accompanying website includes some useful resources for teachers of CDA; the PowerPoint presentations set out the key points from the research chapters very clearly. This volume is not a universally simple introduction to the subject, however. James Gee's lead chapter is delightfully accessible, but some chapters use terminology without explanation and assume familiarity with a range of linguistic theories. Educationalists come from various disciplines, and not all will be equipped with the necessary knowledge. Many undergraduate and postgraduate students of education will find this book too dense and time-consuming to work through. It is not so much an introduction, then, as a valuable textbook for the serious research student.

Who is it for? Research students in education, particularly doctoral research students.

Presentation Well structured, and the website provides useful extension material. However, the level of accessibility varies between chapters.

Would you recommend it? Yes, to research students.

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An Introduction to Critical Discourse Analysis in Education Kindle Edition

Accessible yet theoretically rich, this landmark text introduces key concepts and issues in critical discourse analysis and situates these within the field of educational research. The book invites readers to consider the theories and methods of three major traditions in critical discourse studies – discourse analysis, critical discourse analysis, and multimodal discourse analysis -- through the empirical work of leading scholars in the field. Beyond providing a useful overview, it contextualizes CDA in a wide range of learning environments and identifies how CDA can shed new insights on learning and social change. Detailed analytic procedures are included – to demystify the process of conducting CDA, to invite conversations about issues of trustworthiness of interpretations and their value to educational contexts, and to encourage researchers to build on the scholarship in critical discourse studies.

This edition features a new structure; a touchstone chapter in each section by a recognized expert (Gee, Fairclough, Kress); and a stronger international focus on both theories and methods.

NEW! Companion Website with Chapter Extensions; Interviews; Bibliographies ; and Resources for Teaching Critical Discourse Analysis.

• Print length 324 pages
• Language English
• Sticky notes On Kindle Scribe
• Publisher Routledge
• Publication date April 6, 2011
• File size 6896 KB
• Page Flip Enabled
• Word Wise Enabled
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Editorial Reviews

About the author.

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

...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

Product details

• ASIN ‏ : ‎ B0B36Q3ZH2
• Publisher ‏ : ‎ Routledge; 2nd edition (April 6, 2011)
• Publication date ‏ : ‎ April 6, 2011
• Language ‏ : ‎ English
• File size ‏ : ‎ 6896 KB
• Simultaneous device usage ‏ : ‎ Up to 4 simultaneous devices, per publisher limits
• Text-to-Speech ‏ : ‎ Enabled
• Enhanced typesetting ‏ : ‎ Enabled
• X-Ray ‏ : ‎ Not Enabled
• Word Wise ‏ : ‎ Enabled
• Sticky notes ‏ : ‎ On Kindle Scribe
• Print length ‏ : ‎ 324 pages
• Page numbers source ISBN ‏ : ‎ 0415874289
• #267 in Literacy
• #1,159 in Linguistics (Kindle Store)
• #5,627 in Linguistics Reference

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Critical Discourse Analysis in Education

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• Reference work entry
• First Online: 08 June 2017

1998 Accesses

2 Citations

Part of the book series: Encyclopedia of Language and Education ((ELE))

CDA has evolved into a robust set of theoretical and methodological frameworks for studying language and power. Educational researchers have steadily turned to CDA. This chapter provides a consolidated overview of the state of CDA in education by drawing on a literature review that surveys 30 years of scholarship. It presents three interrelated qualities of research design that continue to be salient for literacy researchers using CDA: reflexivity, social action, and context. Each of these areas are discussed with examples of current empirical research. The conclusion reflects on the contributions CDA studies in educational research have made to the field’s understanding of texts, talk, and social environments that comprise learning environments. It also provides suggestions for future scholarship.

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Rogers, R. (2017). Critical Discourse Analysis in Education. In: Wortham, S., Kim, D., May, S. (eds) Discourse and Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02243-7_3

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Published : 08 June 2017

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This article reviews critical discourse analysis scholarship in education research from 2004 to 2012. Our methodology was carried out in three stages. First, we searched educational databases. Second, we completed an analytic review template for each article and encoded these data into a digital spreadsheet to assess macro-trends in the field. Third, we developed sche-mata to interpret the complexity of research design. Our examination of 257 articles reveals trends in research questions, the theories researchers find useful, and the kinds of interactions that capture their attention. We explore areas in the field especially ripe for debate and critique: reflexivity, decon-structive–reconstructive stance toward inquiry, and social action. We compare the findings with an earlier review published in 2005, reflecting on three decades of critical discourse analysis in education research.

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Abstract: Critical Discourse Analysis (hereafter CDA) is a cross-discipline set forth in the early 1990s by a group of scholars such as Theo van Leeuwen, Gunther Kress, Teun van Dijk, and Norman Fairclough (Wodak & Meyer, 2001). Since the last decade or so, there has been a resurgence of the application of the theory of CDA to a range of studies (Bloor & Bloor, 2007; Bayram, 2010; Jahedi & Abudullah, 2012; Parham, 2013; Akogbeto & Koukpossi, 2015; Koussouhon & Dossoumou, 2015; Koussouhon & Amoussou, 2016; etc.).In view to spurring on the use of that research paradigm, the current study attempts to clarify what it means to say that one is doing critical discourse analysis. In that endeavor, it sheds light on the principles underlying the concept, the methods it draws on, as well as the focal approaches to CDA that have thus far been put forth by prominent scholars. Keywords: Approach, Critical Discourse Analysis, Discourse Analysis, Paradigm, Theory.

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