Critical Discourse Analysis in Education

Rogers, Rebecca; Schaenen, Inda; Schott, Christopher Ryan; O'Brien, Kathryn G.; Trigos-Carrillo, Lina; Starkey, Kim; Chasteen, Cynthia C.

doi:10.3102/0034654316628993

Cited by 57 publications

(28 citation statements)

References 125 publications

(141 reference statements)

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“…Finally, we employ discourse analysis in order to develop a deeper understanding of the themes and messages conveyed in the policy frameworks and statements. Several previous studies have demonstrated that discourse analysis and critical discourse analysis can be effective tools for the analysis of educational practices and policies (Lester, Lochmiller, & Gabriel, 2016Liasidou, 2008;Rogers et al, 2016;Taylor, 2004). Discourse analysis, according to van Dijk (1993), seeks to understand "the role of discourse in the (re)production and challenge of dominance [italics in original]" in order to draw out the deeper meanings and relationships represented in the policy statements (p. 283).…”

Section: Methodsmentioning

confidence: 99%

What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?

Wotherspoon

Milne

2020

iipj

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The national Truth and Reconciliation Commission of Canada has challenged governments and school boards across Canada to acknowledge and address the damaging legacies of residential schooling while ensuring that all students gain an adequate understanding of relations between Indigenous Peoples and non-Indigenous peoples. This article explores the dynamics and prospects for effective change associated with reforms in elementary and secondary education systems since the release of the Commission’s Calls to Action, focusing on the policy frameworks employed by provincial and territorial governments to guide these actions. The analysis examines critically the overt and hidden messages conveyed through discourses within policy documents and statements. The key questions we address include: What do current education policy frameworks and actions regarding Indigenous Peoples reveal about government approaches to education and settler–Indigenous relationships in Canada? To what extent is effective reconciliation possible, and how can it be accomplished in the context of institutional structures and discourses within a White settler colonial society? The findings reveal that substantial movement towards greater acknowledgement of Indigenous knowledge systems and incorporation of Indigenous content continues to be subordinated to or embedded within Western assumptions, norms, and standards.

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Section: Methodsmentioning

confidence: 99%

What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?

Wotherspoon

Milne

2020

iipj

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“…The critical discourse analysis has enabled us to deconstruct these differences to understand that decisions made about meaning in RE have implications for how RE departments address issues of power, identity, agency and difference. From a traditional CDA perspective, this alerts us to the potential for misuse of power, misrepresentation of identity and difference or constraint on autonomy and so it would seem reasonable to conclude with some elaboration of these themes, however, Rogers et al (2016) explain how, over time, CDA results have become much more inclusive of reconstructive frameworks. As a result, in the findings from contemporary CDA studies, in addition to a critical analysis of power structures, there is likely to be a discussion of the potential for agents within those structures to affect change through identifying social relations which have the potential for leading to 'emancipatory ends' (Rogers et al 2005).…”

Section: Resultsmentioning

confidence: 99%

Meaning-making in religious education: a critical discourse analysis of RE departments’ web pages

Nelson

2017

British Journal of Religious Education

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This paper explores what some have described as a 'crisis in meaning' in religious education (RE). One region, Northern Ireland, is chosen as a focus for exploring the question of meaning-making as it provides an example of 'agreed ambiguity'-where a common syllabus for RE is believed to be ascribed different meanings by different schools. The webpages of RE departments were used as a data source, and a critical discourse analysis (CDA) method was employed to investigate how a sample of departments construct meaning in RE. The findings identify three dominant discourses in relation to RE in the sample: Christian Community, Cultural Hegemony and Personal Quest. It is noted that when giving meaning to RE, schools show commonality and difference across three key areas: 'stake and interest'; 'pupil agency'; and 'dealing with difference'. In conclusion, it is noted that, where freedom is given to schools to construct meaning in RE, it is possible to sustain a common curriculum across schools with very different views of the subject, however, this flexibility has implications for issues of power, identity, autonomy and difference which may require mitigation. It is suggested critical education may be a valuable partner in this work.

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“…Furthermore, critical discourse and inquiry, becoming increasingly popular ways to frame teaching and learning in higher education (Rogers et al, 2016) with a focus on collaborative discussion and problem-solving across leadership preparation instruction (Jenkins, 2020), were also emphasized strategies for the CPED instructors as noted across seven syllabi course overviews. Students from this CPED program are also expected to become skilled in a type of critical discourse -the two-way change process of leadership (Fairholm, 2014) -within the principal investigator's change leadership course.…”

Section: Process Evaluationmentioning

confidence: 99%

Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy

Akhavan

Walsh

Goree³

2020

IJLTER

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This single case study is a qualitative inquiry into the cultivation of doctoral candidates and graduates on their efficacy as leaders in using inquiry as to approach problems of practice in daily work. The study examined a doctoral program in educational leadership at one large public university in California, USA. The case study methods included artifact analysis, an examination of field notes, and semi-structured one-on-one phone interviews. The data analysis of all sources revealed three themes related to participants’ leader self-efficacy in using scholarly inquiry on problems of practice in the field. Findings indicate that the participants grew in their leader self-efficacy, transformed, and confident in their sense of self as an educational scholar-practitioner to enact change. As a result of their experience in a Carnegie Project on the Education Doctorate (CPED) program, graduate participants also highlight the focus on inquiry processes to solve problems of practice as vital to educational leadership. Conclusions highlight considerations for similar programs when evaluating how they prepare graduates to impact education beyond coursework. Further research should emphasize how programs are addressing problems of practice for social justice to impact educational leaders in the field upon program completion.

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Critical Discourse Analysis in Education

Cited by 57 publications

References 125 publications

What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?

What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?

Meaning-making in religious education: a critical discourse analysis of RE departments’ web pages

Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy

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