Inducing labour in the United Kingdom: A feminist critical discourse analysis of policy and guidance

Yuill, Cassandra; Harkness, Mairi; Wallace, Chlorice; McCourt, Christine; Cheyne, Helen; Litosseliti, Lia

doi:10.1016/j.ssmqr.2022.100108

Cited by 1 publication

(1 citation statement)

References 32 publications

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“…The focus of their studies is more on the context of textual analysis. Textual studies of CDA include representations of transitional experiences in children's literature (Gu & Catalano, 2022), feminist discourse on policies and guidelines (Yuill et al, 2022), and discourse on classroom silence from an English language arts teacher (Sulzer, 2022). In a critical analysis carried out on children's discourse (Prastio et al, 2023;Risaldi et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Critical Discourse Analysis (Cda) on Enhancing 21st Century Teachers’ Critical Reading Abilities

Sari,

Santoso,

Roekhan

et al. 2024

ERJEE

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This research aims to investigate the relationship between critical reading abilities and critical discourse analysis (CDA) competencies among future 21st century educators, emphasizing the critical necessity for these educators to possess such skills in today's demanding educational landscape. A sample of 70 prospective teachers was analyzed to determine the interconnection between their abilities in critical reading abilities and CDA, with an exploration into how one skill may influence the other. Additionally, the study examines the role of cognitive style—specifically, field-independent and field-dependent thinking—as a moderating factor in this relationship. Findings indicate a significant positive impact of CDA capabilities on critical reading abilities, suggesting that proficiency in analyzing discourse critically enhances one's ability to read with a critical eye. Furthermore, the study reveals no significant difference in CDA and critical reading abilities between participants categorized as field-independent thinkers versus those identified as field-dependent thinkers. These outcomes highlight the need for further research to explore additional factors that may affect the development of critical reading and discourse analysis skills. The study concludes with a call for educational strategies that integrate both critical reading and CDA competencies, considering the varied cognitive styles of learners.

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Section: Introductionmentioning

confidence: 99%