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Accessible yet theoretically rich, this landmark text introduces key concepts and issues in critical discourse analysis and situates these within the field of educational research. The book invites readers to consider the theories and methods of three major traditions in critical discourse studies – discourse analysis, critical discourse analysis, and multimodal discourse analysis — through the empirical work of leading scholars in the field. Beyond providing a useful overview, it contextualizes CDA in a wide range of learning environments and identifies how CDA can shed new insights on learning and social change. Detailed analytic procedures are included – to demystify the process of conducting CDA, to invite conversations about issues of trustworthiness of interpretations and their value to educational contexts, and to encourage researchers to build on the scholarship in critical discourse studies.
This edition features a new structure; a touchstone chapter in each section by a recognized expert (Gee, Fairclough, Kress); and a stronger international focus on both theories and methods.
NEW! Companion Website with Chapter Extensions; Interviews; Bibliographies; and Resources for Teaching Critical Discourse Analysis.
|About the Authors|
|1||An Introduction to Critical Discourse Analysis in Education||1|
|2||Discourse Analysis: What Makes It Critical?||19|
|3||A Critical Discourse Analysis of Literate Identities Across Contexts: Alignment and Conflict||51|
|4||Discourse in Activity and Activity as Discourse||79|
|5||Reframing for Decisions: Transforming Talk About Literacy Assessment Among Teachers and Researchers||97|
|6||Learning as Social Interaction: Interdiscursivity in a Teacher and Researcher Study Group||117|
|7||Cultural Models and Discourses of Masculinity: Being a Boy in a Literacy Classroom||147|
|8||Language, Power, and Participation: Using Critical Discourse Analysis to Make Sense of Public Policy||173|
|9||Locating the Role of the Critical Discourse Analyst||207|
|10||Semiotic Aspects of Social Transformation and Learning||225|
|11||Setting an Agenda for Critical Discourse Analysis in Education||237|