Topic
Discourse analysis
About: Discourse analysis is a research topic. Over the lifetime, 16055 publications have been published within this topic receiving 515384 citations. The topic is also known as: DA & discourse studies.
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TL;DR: The authors examine the dominance and sacralisation of the discourse of the student experience and question its positioning as a means of discriminating between the value of different experiences of education, arguing that it homogenises students and deprives them of agency at the same time as apparently giving them "voice".
Abstract: Speaking about ‘the student experience’ has become common-place in higher education and the phrase has acquired the aura of a sacred utterance in UK higher education policy over the last decade. A critical discourse analysis of selected higher education policy texts reveals what ‘the student experience’ has come to signify, and how it structures relations between students and academics, institutions and academics, and higher education institutions and government. ‘The student experience’ homogenises students and deprives them of agency at the same time as apparently giving them ‘voice’. This paper examines the dominance and sacralisation of the discourse of ‘the student experience’ and questions its positioning as a means of discriminating between the value of different experiences of education.
121 citations
TL;DR: Gavey's "Feminist Poststructuralism and Discourse Analysis" as mentioned in this paper is a story about significant shifts in the production of knowledge that were taking place at the time.
Abstract: Trying to piece together the context in which I wrote ‘‘Feminist Poststructuralism and Discourse Analysis’’ (Gavey, 1989) has taken me back (almost) to childhood! Why did I go into psychology in the first place? And why was I then such a reluctant psychologist? The article grew out of my attempts to find a different way of doing psychology, after 8 or 9 years of studying and wrestling with the discipline. It is partly a personal story, but also a story about significant shifts in the production of knowledge that were taking place at the time.
120 citations
TL;DR: This article examined the role of discourse and nonverbal elements related to the use of language in the process of group knowledge construction of mechanical engineering students and identified themes related to an engineering Discourse, which included participants' assumptions about the purpose of group work, the views about effective groups, and their epistemologies.
Abstract: This qualitative study examined the role of discourse (verbal elements of language) and Discourse (nonverbal elements related to the use of language, such as ways of thinking, valuing, and using tools and technologies) in the process of group knowledge construction of mechanical engineering students. Data included interviews, participant observations, and transcripts from lab sessions of a group of students working on their senior design project. These data were analyzed using discourse analysis focusing on instances of concept negotiation, interaction in which multiple people contribute to the evolving conceptual conversation. In this context, despite instructors' attempts to enhance the collaboration of group members, concept negotiation was rare. In an effort to understand this rarity, we identified themes related to an engineering Discourse, which included participants' assumptions about the purpose of group work, the views about effective groups, and their epistemologies and ontologies. We explore how the themes associated with the engineering Discourse played a role in how and when the group engaged in concept negotiation. We found that underlying ideologies and assumptions related to the engineering Discourse played both facilitating and inhibitory roles related to the group's conceptually based interactions. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 267–293, 2004
120 citations
TL;DR: The interest in teachers' discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers' professional knowledge as discussed by the authors, which can be traced back to the early 1970s.
Abstract: The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back...
120 citations
27 Apr 2015
TL;DR: The authors defined political discourse as talk and text produced in regard to concrete political issues (language in politics) or the actual language use of institutional political actors (language of politicians) and outlined traditionally recognized and newly identified links between language and politics.
Abstract: Defining political discourse as talk and text produced in regard to concrete political issues (language in politics) or the actual language use of institutional political actors (language of politicians), this article outlines traditionally recognized and newly identified links between language and politics. After clarifying some conceptual ambiguities and elaborating the historical roots of political language research, the article surveys themes, actors, methods, data, and research goals of PDA, based on key texts and the latest studies in the field.
Keywords:
argument and persuasion;
language and social interaction;
political communication;
political media content
120 citations