An Introduction to Critical Discourse Analysis in Education by Rebecca Rogers

By Rebecca Rogers

Available but theoretically wealthy, this landmark textual content introduces key ideas and matters in serious discourse research and situates those in the box of academic examine. The publication invitations readers to think about the theories and strategies of 3 significant traditions in serious discourse stories – discourse research, serious discourse research, and multimodal discourse research -- in the course of the empirical paintings of top students within the box. past delivering an invaluable evaluate, it contextualizes CDA in quite a lot of studying environments and identifies how CDA can shed new insights on studying and social switch. specific analytic strategies are integrated – to demystify the method of carrying out CDA, to ask conversations approximately problems with trustworthiness of interpretations and their price to academic contexts, and to inspire researchers to construct at the scholarship in serious discourse stories. This version contains a new constitution; a touchstone bankruptcy in each one part by way of a famous specialist (Gee, Fairclough, Kress); and a higher foreign specialize in either theories and techniques. NEW! significant other site with bankruptcy Extensions; Interviews; Bibliographies; and assets for instructing severe Discourse research.

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Blot, R. (2003). Literacy and literacies: Texts, power, and identity. Cambridge, UK: Cambridge University Press. Collins, J. (2009). Social reproduction in schools and classrooms. Annual Review of Anthropology, 38, 33–48. Dissanayake, W. (2003). Asian approaches to human communication: Retrospect and prospect. Intercultural Communication Studies, XII(4), 17–37. DuBois, W. E. B. (1903/1990). The souls of black folks. New York: Vintage Books. Fairclough, N. (1985). Creitical and descriptive goals in discourse analysis.

Faces at the bottom of the well: The permanence of racism. New York: Basic Books. Blommaert, J. (2001). Context is/as critique. Critique of Anthropology, 21(1), 13–32. Blommaert, J. (2005). Discourse. Cambridge, UK: Cambridge University Press. , & Bulcaen, C. (2000). Critical Discourse Analysis. Annual Review of Anthropology, 29, 447–466. , & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective. Mahwah, NJ: Lawrence Erlbaum Associates.

First, the well-known Western logic of thought “I think therefore I am” stands in opposition to the Africancentered concept of “I am because we are” (Ladson-Billings, 2003). The individual-centered concept of “I think therefore I am” is rooted in Western epistemologies focused on individualism, the primacy of the speaker’s goals, and a separation of mind and body. It has been well documented that Western communication, rooted in Cartesian structures, is constructed around the notion of the individual as the final arbiter of meaning.

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An Introduction to Critical Discourse Analysis in Education by Rebecca Rogers
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