Instruction Methods

An Introduction to Critical Discourse Analysis in Education by Rebecca Rogers

By Rebecca Rogers

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1979; Kress & Hodge, 1979). Within a functional approach to language (an area I address in depth later), linguists believe that language responds to the functions of language use and has different work (or functions) to perform. Within this discipline, discourse is a system of meanings or “systematically organized set of statements which give expression to the meanings and values of an institution” (Kress, 1985, p. 6). , Jaworski & Coupland, 1999). In this view, discourse both reflects and constructs the social world and is referred to as constitutive, dialectical, and dialogic.

As outlined in the next section, approaches to CDA may vary at the “critical,” “discourse,” or “analysis” sections of the method, but must include all three parts to be considered a CDA. What Is the “Critical” Part of CDA? The term critical in CDA is often associated with studying power relations. This concept of critical is rooted in the Frankfurt school of critical theory (Adorno, 1973; Adorno & Horkeimer, 1972; Habermas, 1976). Critical research and theory is a rejection of naturalism (that social practices, labels, and programs represent reality), rationality (the assumption that truth is a result of science and logic), neutrality (the assumption that truth does not reflect any particular interests), and individualism.

1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press. Toolan, M. (1997). What is critical discourse analysis and why are people saying such terrible things about it? Language and Literature, 6(2), 83–103. Tyrwhitt-Drake, H. (1999). Resisting the discourse of critical discourse analysis: Reopening a Hong Kong case study. Journal of Pragmatics, 31, 1081–1088. van Dijk, T. (1993). Principles of critical discourse analysis. Discourse and Society, 4(2), 249–283. Verschueren, J.

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