Critical Discourse Analysis: a condition of doubt

Patterson, Annette

doi:10.1080/0159630970180307

Cited by 21 publications

(10 citation statements)

References 4 publications

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“…Discourse refers to recurrent statements, themes and wordings across texts, which represent orientations to the world. Discourse analysis is a method of text analysis in which the "text" can represent the spoken or written word, an image, narrative or media; text is the artificial representation of the world (Ettinger & Maitland-Gholson, 1990;Janks, 1997;Lindkvist, 1981;Luke, 1995;Patterson, 1997). It is a method that assists the researcher in linking text to structural formations and relations of power.…”

Section: Researching Research: a Methodological Explanationmentioning

confidence: 99%

Students' Attitudes Toward Technology in Selected Technology Education Programs

Boser

Palmer²,

Daugherty

1998

JTE

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Section: Researching Research: a Methodological Explanationmentioning

confidence: 99%

Students' Attitudes Toward Technology in Selected Technology Education Programs

Boser

Palmer²,

Daugherty

1998

JTE

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“…The shape of our research practices and the data which it has produced have required the creation of a hybrid method that draws on methodological traditions of cooperative inquiry (Heron, 1996), feminist research (Threadgold, 1997), ethnography of education (Wolcott, 1995), and critical discourse analysis (Luke, 1995;Paterson, 1997). When exploring the interface between two media, as well as phenomena located within the virtual and physical media, data may appear identical and completely non-comparable at the same time.…”

Section: Methodsmentioning

confidence: 99%

En-gendering democracy: a study of online academic discourse

New

Greene

2001

Pedagogy, Culture & Society

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In this article, gendered communication in computer-mediated conferences used as part of two education classes at a small liberal arts college is discussed. The authors maintain that attempts to create democratic classrooms are undermined by the conventional gender-marked dynamics of face-to-face dialogue, but that these dynamics show potential for being transformed in some positive ways when the dialogues move to a virtual space. Drawing on the conceptual frameworks of Bourdieu and postmodern feminisms, critical discourse analysis is used to examine two extended online conversations in which issues and performances of gender were central. It was observed that sometimes in their online interactions students replicated familiar patterns of face-to-face gender interaction, but at other times they engaged in markedly different kinds of communication in which conventional patterns were disrupted. The authors conclude by seeking to understand the relationships between those aspects of the observed conversations that reproduced conventional gender dynamics and positions, and those that appeared more transformative and liberatory.As teachers of undergraduate men and women we have committed ourselves to making education -theirs and ours -as democratic as possible. We must report that acting on this commitment in everyday situations often feels like walking upstream against a strong current with very unsure footing. Not only is the very idea of democracy in education elusive at best, but there are pressures from our students, from the institution in which we work, from our culture generally, and from within ourselves to just give it up. These pressures, and the power to make them effective, do not present themselves as prohibitions, threats of force or overt resistances, but rather through distributed networks of power expressed in everyday interpersonal interactions. In complex modern institutions like schools, as Foucault (1980, p. 188 there is no need for arms, physical violence, material constraints. Just a gaze. An inspecting gaze, a gaze which each individual under its weight will end by interiorizing to the point that s/he is his/her own overseer, each individual thus exercising this surveillance over and against him/herself. We must not take the notion of 'gaze' too literally, because it takes many forms besides the scopic. In schools, we can think also of the examination, the comments on students' papers and in faculty review files, the very presence of college committees on 'academic affairs', parental and peer talk about student careers, and many other ways in which fealty to unspoken norms of behaviour and expectation is enforced through internalisation. The result is that non-democratic arrangements in the classroom are perceived as natural and desirable, and our urge even to bring it up is judged by many students, many of our colleagues and even ourselves at times, as detracting from the necessary business at end, that is, from education.Nevertheless, it remains our conviction that issues of empowerment, ...

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“…Foucault suggests that researchers have identified a dispositif if they have isolated a cluster of power relations sustaining and being sustained by certain types of knowledge (Foucault 1980, 196). Genealogical work thus requires a problematisation or a reformulation/ recasting of a problem or understanding (also Cormack & Green 2000, Rose 1996a, Patterson 1997.…”

Section: Problematisationmentioning

confidence: 99%

Making visible constructions of dis/advantage through genealogical investigation – South African schooled literacies

Prinsloo¹

2007

Critical Arts

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Towards the close of the twentieth century in South Africa, powerful discourses were disrupted and political, economic and cultural transformation hailed. Yet, attitudes, subjectivities and patterns of behaviour are not simply automatically erased. In this paper I assume the relevance of Foucauldian insights for conducting socio-cultural critique and I argue the significance of genealogical work in relation to understanding the present. Thus, I seek both to establish what could constitute a genealogical investigation and to illustrate this by describing and discussing a study, undertaken within a genealogical frame, into literacy practices within a specifically South African context. I investigated the differing schooled literacies in KwaZulu-Natal province in South Africa over three decades along the language lines of Afrikaans, English and Zulu. The findings propose that the differing sets of literacy practices validate different subjects -and that they are implicated in constructing dis/advantage.

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Critical Discourse Analysis: a condition of doubt

Cited by 21 publications

References 4 publications

Students' Attitudes Toward Technology in Selected Technology Education Programs

Students' Attitudes Toward Technology in Selected Technology Education Programs

En-gendering democracy: a study of online academic discourse

Making visible constructions of dis/advantage through genealogical investigation – South African schooled literacies

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