Book•
Language and Power
01 Jan 1989-
TL;DR: In this paper, a critical language study and social emancipation: language education in the schools is discussed, as well as critical discourse analysis in practice: interpretation, explanation, and the position of the analyst.
Abstract: 1. Introduction: critical language study. 2. Discourse as social practice. 3. Discourse and power. 4. Discourse, common sense and ideology. 5. Critical discourse analysis in practice: description. 6. Critical discourse analysis in practice: interpretation, explanation, and the position of the analyst. 7. Creativity and struggle in discourse: the discourse of Thatcherism. 8. Discourse in social change. 9. Critical language study and social emancipation: language education in the schools. 10. Language and power 2000. Bibliography. Index.
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TL;DR: In this article, a four-volume set brings together seminal articles on the subject from varied sources, creating an invaluable roadmap for scholars seeking to consolidate their knowledge of CDA, and of its continued development.
Abstract: Since the late 1980s, Critical Discourse Analysis (CDA) has become a well-established field in the social sciences. However, in contrast with some branches of linguistics, CDA is not a discrete academic discipline in the traditional sense, with a fixed set of research methods. The manifold roots of CDA lie in a myriad of disciplines including rhetoric, anthropology, philosophy and cognitive science, to name a few. This four-volume set brings together seminal articles on the subject from varied sources, creating an invaluable roadmap for scholars seeking to consolidate their knowledge of CDA, and of its continued development. Sculpted and edited by a leading voice in the field, this work covers the interdisciplinary roots, the most important approaches and methodologies of CDA, as well as applications in other disciplines in an updated and comprehensive way. Structured thematically, the four volumes cover a wide range of aspects and considerations: Volume One: Histories, Concepts and Interdisciplinarity Volume Two: Theoretical Approaches and Methodologies Volume Three: 'Doing CDA' - Case Studies Volume Four: Applications and Perspectives - New Trends in CDA
4,972 citations
DOI•
01 Jan 1996
TL;DR: The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches.
Abstract: THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " The authors argue that the multiplicity of communications channels and increasing cultural and lin guistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how ne gotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning
4,915 citations
TL;DR: In this article, it is shown that in order to be able to relate power and discourse in an explicit way, we need the cognitive interface of models, which also relate the individual and the social, and the micro- and the macro-levels of social structure.
Abstract: This paper discusses some principles of critical discourse analy- sis, such as the explicit sociopolitical stance of discourse analysts, and a focus on dominance relations by elite groups and institutions as they are being enacted, legitimated or otherwise reproduced by text and talk. One of the crucial elements of this analysis of the relations between power and discourse is the patterns of access to (public) discourse for different social groups. Theoretically it is shown that in order to be able to relate power and discourse in an explicit way, we need the cognitive interface of models. knowledge, attitudes and ideologies and other social represen- tations of the social mind, which also relate the individual and the social, and the micro- and the macro-levels of social structure. Finally, the argu- ment is illustrated with an analysis of parliamentary debates about ethnic affairs.
3,733 citations
Book•
18 Aug 2002
TL;DR: Discourse Analysis as Theory and Method as discussed by the authors is a systematic introduction to discourse analysis as a body of theories and methods for social research, which brings together three central approaches, Laclau and Mouffe's discourse theory, critical discourse analysis and discursive psychology, to establish a dialogue between different forms of discourse analysis often kept apart by disciplinary boundaries.
Abstract: Discourse Analysis as Theory and Method is a systematic introduction to discourse analysis as a body of theories and methods for social research. It brings together three central approaches, Laclau and Mouffe's discourse theory, critical discourse analysis and discursive psychology, in order to establish a dialogue between different forms of discourse analysis often kept apart by disciplinary boundaries. The book introduces the three approaches in a clear and easily comprehensible manner, explaining the distinctive philosophical premises and theoretical perspectives of each approach as well as the methodological guidelines and tools they provide for empirical discourse analysis. The authors also demonstrate the possibilities for combining different discourse analytical and non-discourse analytical approaches in empirical study. Finally, they contextualize discourse analysis within the social constructionist debate about critical social research, rejecting the view that a critical stance is incompatible with social constructionist premises and arguing that critique must be an inherent part of social research.
3,598 citations