During the past decade educational researchers increasingly have turned to Critical Discourse Analysis (CDA) as a set of approaches to answer questions about the relationships between language and society. In this article the authors review the findings of their literature review of CDA in educational research. The findings proceed in the following manner: the multiple ways in which CDA has been defined, the theories of language included in CDA frameworks, the relationship of CDA and context, the question of methods, and issues of reflexivity. The findings illustrate that as educational researchers bring CDA frameworks into educational contexts, they are reshaping the boundaries of CDA.
S There is a pervasive silence in literacy research around matters of race, especially with both young people and white people. In this article we illustrate that young white children can and do talk about race, racism, and antiracism within the context of the literacy curriculum. Using a reconstructed framework for analyzing “white talk,” one that relies on literature in whiteness studies and critical race theory and draws on critical discourse analytic frameworks, we illustrate what talk around race sounds like for white second‐grade students and their teachers. This research makes several contributions to the literature. We provide a detailed method for coding interactional data using critical discourse analysis and a lens from critical race theory and whiteness studies. We also illustrate the instability of racial‐identity formation and the implications for teachers and students when race is addressed in primary classrooms. Ultimately, we argue that racial‐literacy development, like other literate process in the classroom, must be guided. Existe un silencio persistente en la investigación en alfabetización en cuanto a las cuestiones de raza, especialmente con jóvenes y con blancos. En este artículo mostramos que los niños blancos hablan de raza, racismo y anti‐racismo en el contexto del currículo de alfabetización. Mediante un marco reconstruido para analizar el “habla de los blancos” basado en la literatura sobre los estudios de la “blancura”, la teoría crítica de la raza y el análisis crítico del discurso, ilustramos cómo se percibe el hablar sobre la raza entre estudiantes blancos de segundo grado y sus docentes. Esta investigación hace varias contribuciones a la literatura. Proporcionamos un método detallado para codificar los datos de la interacción usando el análisis crítico del discurso y una perspectiva de la teoría crítica de la raza y los estudios de la “blancura”. También ilustramos la inestabilidad de la formación de la identidad racial y las implicancias para docentes y estudiantes cuando se toca el tema de la raza en la escuela primaria. Por último argumentamos que el desarrollo racial de la alfabetización, como otros procesos educativos en el aula, debe ser guiado. Es besteht ein hartnäckiges Schweigen in der Schreib‐ und Leseforschung über Rassenangelegenheiten, besonders sowohl bei jungen Leuten als auch unter Weißen. In diesem Artikel zeichnen wir auf, dass junge weiße Kinder über Rasse, Rassismus und Anti‐Rassismus innerhalb des Schreib‐ und Leselehrplankontextes sprechen können und auch sprechen. Durch Anwendung eines rekonstruierten Rahmenwerkes zum Analysieren von „weißem Gerede”, welches aufs Schreiben und Lesen von Studien darüber weiß zu sein und auf einer kritischen Rassentheorie beruht und sich auf den kritischen Diskurs analytischer Rahmenbedingungen beruft, illustrieren wir wie Gespräche um Rassenzugehörigkeit unter weißen Schülern der zweiten Klasse und ihren Lehrern klingen. Diese Untersuchung besteht aus verschiedenen Beiträgen zur Literatur. Wir vermitteln eine detaill...
S This article draws on a 2‐year ethnographic study of the literate lives of two African Americans living in urban poverty. The study demonstrates how June Treader and her oldest daughter Vicky negotiate language and literacy in their home and community proficiently yet fail to capitalize on this proficiency within the school, to the extent that Vicky is placed in special education. Illustrating the complexity of literacy in June Treader's life, I present three discursive contexts: the Discourse of Schooling, the Discourse of Mothering, and the Discourse of the Committee on Special Education meeting. Each of these contexts provides cruces (Fairclough, 1995), or moments of tension, in which linguistic and institutional markers suggest the ways in which each discursive context insists on certain literate relationships and calls forth certain subjectivities. Using critical discourse analysis (Fairclough, 1995; Gee, 1996) the article goes beyond current explanations of why children and families who come from non‐mainstream homes fail to do well in school. The study suggests that the nonalignment between home and school discourse communities is not the only, or even perhaps primary, problem for June and Vicky. At least as important is the ideological alignment among the discursive contexts. The study suggests that explanations must account for the complexity of literate subjectivities through the process by which split and fragmented subjectivities are acquired. In addition, there is evidence that the division between primary and secondary discourses and acquisition and learning (Gee, 1996) is not as clear as is sometimes assumed. As the secondary discourse is being learned, aspects of its ideology are being acquired. Este trabajo se ocupa de un estudio etnográfico acerca de las experiencias de alfabetización de dos afroamericanas que viven en un marco de pobreza urbana. El estudio demuestra cómo June Treader y su hija mayor Vicky negocian el lenguaje y las prácticas de alfabetización en el hogar y la comunidad en forma eficiente, y sin embargo, no logran capitalizar esta eficiencia en el marco de la escuela, a tal punto que Vicky es derivada a educación especial. Para ilustrar la complejidad del uso de la alfabetización en la vida de June Treader, presento tres contextos discursivos: el Discurso Escolar, el Discurso Materno y el Discurso de la reunión con el Comité de Educación Especial. Cada uno de estos contextos proporciona puntos clave (cruces, Fairclough, 1995), o momentos de tensión en los que los marcadores lingüísticos e institucionales sugieren las formas en las cuales cada contexto discursivo acentúa ciertas relaciones vinculadas a la alfabetización e induce a ciertas características subjetivas. Mediante el análisis crítico del discurso (Fairclough, 1995; Gee, 1996), el trabajo va más allá de las explicaciones corrientes acerca de por qué los niños y las familias pertenecientes a grupos minoritarios fracasan en la escuela. El estudio sugiere que la falta de alineamiento entre las comunidades discurs...
The purpose of this review of family literacy scholarship was to examine the epistemologies underlying both family studies and reviews of family literacy studies. We were especially concerned with those epistemological issues related to the cultural, class, racial, gender, ethnic, and linguistic diversity of people served by family literacy programs. Our rationale for focusing on epistemology and diversity was that research on family literacy has often been framed in ways reflective of epistemological views of diversity, including such binaries as ‘strengths and deficits,’ ‘literate and illiterate,’ and ‘home‐school match and mismatch,’ among others. We searched major electronic databases for reviews of family literacy research and then employed bibliographic branching to identify other reviews yielding 273 reviews of which 213 were substantive. We subjected the 213 substantive reviews to an analytic review template to identify the degree to which diversity was addressed and how it was addressed. We conducted citation coding to identify major citations in each review. We then identified a set of comprehensive edited volumes and subjected the introductions, tables of contents, list of contributors, and references to diversity to a critical discourse analysis emphasizing underlying epistemologies. Findings included the dominance of White women scholars in family literacy research, the incorporation of both modernist and postmodernist epistemologies, and the absence of substantive concern with diversity in a majority of family literacy studies. Findings also showed that more recent reviews were less focused on modernist visions of family literacy as a means to address social problems and more focused on relationships between home and school literacies and the diversity of literacy practices found in homes. In addition, we found that recent reviews showed an increased focus on international and transnational contexts as well as literacy within specific local communities. We discuss these findings as reflecting the complex and diverse environments in which family literacy takes place with their multiple goals. We also discuss the importance of making underlying epistemological assumptions visible so that complexities and contradictions can be acknowledged and addressed.
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