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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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Journal ArticleDOI
TL;DR: In this paper, a multidisciplinary framework that combines a social, cognitive and discursive component is defined, where ideologies are sociocognitively defined as shared representations of social groups, and more specifically as the "axiomatic" principles of such representations.
Abstract: Contrary to most traditional approaches, ideologies are defined here within a multidisciplinary framework that combines a social, cognitive and discursive component. As ‘systems of ideas’, ideologies are sociocognitively defined as shared representations of social groups, and more specifically as the ‘axiomatic’ principles of such representations. As the basis of a social group's self-image, ideologies organize its identity, actions, aims, norms and values, and resources as well as its relations to other social groups. Ideologies are distinct from the sociocognitive basis of broader cultural communities, within which different ideological groups share fundamental beliefs such as their cultural knowledge. Ideologies are expressed and generally reproduced in the social practices of their members, and more particularly acquired, confirmed, changed and perpetuated through discourse. Although general properties of language and discourse are not, as such, ideologically marked, systematic discourse analysis offe...

791 citations

Journal ArticleDOI
TL;DR: This article found that classroom discourse was largely teacher dominated and tended not to foster the reflective discussion of scientific issues, and that opportunities for the social construction of knowledge, that are afforded by the use of argument-based pedagogical techniques, were few and far between.
Abstract: The research reported in this paper stemmed from our conviction that argument is a central dimension of both science and science education. Our specific intention was to determine whether secondary science teachers in England give pupils opportunities to develop and rehearse the skills of argumentation during their lessons. We found that classroom discourse was largely teacher dominated and tended not to foster the reflective discussion of scientific issues. Opportunities for the social construction of knowledge, that are afforded by the use of argument-based pedagogical techniques, were few and far between. After a discussion of teachers' responses to this finding, we highlighted two major explanations: firstly, limitations in teachers' pedagogical repertoires; secondly, external pressures imposed upon science teachers in England by the National Curriculum and its assessment system.

756 citations

Journal ArticleDOI
TL;DR: The authors argue that a version of critical discourse analysis based on a critical realist social ontology is potentially of greater value to organization studies, and refer in particular to the contribution it can make to research on organizational change.
Abstract: Although studies of organization certainly need to include analysis of discourse, one prominent tendency within current research on organizational discourse limits its value for organizational studies through a commitment to postmodernism and extreme versions of social constructivism. I argue that a version of critical discourse analysis based on a critical realist social ontology is potentially of greater value to organization studies, and I refer in particular to the contribution it can make to research on organizational change.

749 citations

Journal ArticleDOI
TL;DR: Gutierrez, Rymes, and Larson as mentioned in this paper identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with a teacher's view of appropriate participation.
Abstract: In this article, Kris Gutierrez, Betsy Rymes, and Joanne Larson demonstrate how power is constructed between the teacher and students. The authors identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with the teacher's view of appropriate participation. The authors then offer the possibility of a "third space" — a place where the two scripts intersect, creating the potential for authentic interaction to occur. Using an analysis of a specific classroom discourse, the authors demonstrate how, when such potential arises, the teacher and students quickly retreat to more comfortable scripted places. The authors encourage the join construction of a new sociocultural terrain, creating space for shifts in what counts as knowledge and knowledge representation.

745 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023216
2022394
2021632
2020851
2019833
2018803