By Rebecca Rogers
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Extra info for An Introduction to Critical Discourse Analysis in Education
Stubbs (1983) defined it as, “language above the sentence or above the clause” (p. 1). Brown and Yule (1983) wrote, “the analysis of discourse is, TLFeBOOK 1. CRITICAL DISCOURSE ANALYSIS IN EDUCATION 5 necessarily, the analysis of language in use. As such, it cannot be restricted to the description of linguistic forms independent of the purposes or functions which these forms are designed to serve human affairs” (p. 1). Fairclough (1992a) wrote, “Discourse is, for me, more than just language use: it is language use, whether speech or writing, seen as a type of social practice” (p.
James Paul Gee University of Wisconsin–Madison CENTRAL CONCEPTS All discourse analysis that intends to make empirical claims is rooted in specific viewpoints about the relationship between form and function in language, although these are rarely spelled out in discourse analytic work in education. Further, empirically motivated work in discourse is based, in part, on specific analytic techniques for relating form and function in oral and/or written texts. Critical discourse analysis (CDA) involves, beyond relating form and function in language, specific empirical analyses of how such form–function correlations themselves correlate with specific social practices that help constitute the very nature of such practices.
For example, the informal genre of storytelling combined with the anecdotal information a parent shares about their child as a reader at home carries less social value within the context of a Committee on Special Education (CSE) meeting than the formal genre of presenting test scores. A critical discourse analyst’s goal is to study the relationships between language form and function and explain why and how certain patterns are privileged over others. In the sense that all systems of meaning are linked to socially defined practices that carry more or less privilege and value in society, such exploration is also an exploration into power and language.
An Introduction to Critical Discourse Analysis in Education by Rebecca Rogers