Analisi critica del discorso e pratiche di media education

Abstract

<jats:p>The paper presents Critical Discourse Analysis (CDA) as a qualitative research method particularly suitable for the study of media education practices. The contribution highlights how the CDA allows to focus on social functions, identities and power relations mediated by language(s) in educational settings and then it presents an analytical framework widely adopted in social and educational research. Secondly, it exemplifies the application of CDA by presenting a case study on literacy education. Finally, after underlying the convergence between new media literacies and CDA perspectives on the concept of learning, it outlines some possible applications of CDA for the empirical study of media education practices.</jats:p>

Media representation of mutual aid practices: Superbergamo as ‘good news’

“…According to Fabbro (2020), there are three main characteristics of CDA. The first is the conception of language as something conditioned by the social structures within which it manifests itself, for example the economy, political systems, and aspects such as social class, gender, ethnicity, and age.…”

“…To unpick the way their language was used to create such a connection, we employ critical discourse analysis (hereafter CDA), to access the social reality they constructed. In this sense, language is conceived as a way to act within social relations (Fairclough 1992) and the discourse analysis is the analytical tool which allows us to give meaning to the language as a social practice (Fabbro 2020). In showing how the use of language and discourses about the aid practices during the pandemic presented a manifestly different reality to what was actually experienced, we will analyse a newspaper article titled 'Stefano «Kino» Ferri and the ones of Superbergamo, the life-saver delivery during Covid'.…”