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: In this article, the authors employ a discourse analysis methodology to answer how important institutional actors, such as academic researchers, consulting firms, and foundations, are tracing the boundaries of social entrepreneurship and how they justify SE as a legitimate form of social purpose organization.
Abstract: Purpose – The paper aims to answer how important institutional actors, such as academic researchers, consulting firms, and foundations, are tracing the boundaries of social entrepreneurship (SE) and how they justify SE as a legitimate form of social purpose organization.Design/methodology/approach – The paper employs a discourse analysis methodology.Findings – The paper finds traces of the legitimacy issues in the literature on non‐profits and, based on this, argue that a new institutional domain is being constructed. The paper concludes that in this new domain not only is the use of market‐based initiatives seen as a legitimate means of funding a social mission, but also it has now become the normative way and one that is promoted by consultants and foundations concerned with social entrepreneurs and their initiatives.Originality/value – This paper highlights the developing norms of SE.
96 citations
TL;DR: The first half of this article offers an assessment of critical discourse analysis, as developed since the 1980s and understood at the time in terms of a much-needed departure from predominantly de....
Abstract: The first half of this article offers an assessment of critical discourse analysis, as developed since the 1980s and understood at the time in terms of a much-needed departure from predominantly de...
96 citations
TL;DR: This article examined the multiple voices of educational reform in the discourse of a third grade classroom community and integrated the social and the individual as well as the past, present, and future in their analysis of the discourse in this classroom community using theoretical frameworks and methods from cultural psychology.
Abstract: Several mathematics educators have expressed their concern about conflicting visions of educational reform among parents and teachers, which could result in the emergence of multiple voices in discussions of achievement and instruction. The aim of this article is to examine the multiple voices of educational reform in the discourse of a third grade classroom community. In order to achieve our aim, we integrated the social and the individual as well as the past, present, and future in our analysis of the discourse in this classroom community using theoretical frameworks and methods from cultural psychology. Although our analyses focused on the classroom teacher, we employed units of analysis capable of bridging the individual and her social context. We began our analysis by focusing on a sample of whole-class discussions of students’ strategies for solving multidigit word problems. This analysis isolated two distinct voices: one that occurred during discussions of students’ invented strategies and the other that emerged during talk about standard algorithms. We extended our analysis to include information about the historical, social, and institutional context of the classroom community in order to understand the origins and functions of these two voices. This additional information helped us appreciate the interconnections between the teacher’s personal feelings, beliefs, recollections, and expectations; and her interpersonal transactions with her students, their parents, and other educators. We concluded with a discussion of the implications of the study for understanding one of the dilemmas of educational reform and for advancing research in classroom discourse.
96 citations
TL;DR: In this article, critical discourse analysis (CDA) and educator-learners Facebook conversations are examined to explore academic relations and associated learner challenges like limited meaningful engagement with peers and content, superficial learning and general academic underpreparedness.
Abstract: While research literature affirms the potential for social networking sites (SNSs) to democratise communication, their impact on micro-level, academic relations at university level has not been explored sufficiently in developing countries. The literature on SNSs (especially Facebook ) has emphasised its appropriation for the marketing of university programs to prospective students and enhancing institutional-level contact between university administration and students. As such, the impact of SNSs on micro-level (educator-learner and learner-peer) relations and relational power remains speculative. Mindful of how discursive types and discourses inform the construction of social power, this study employs critical discourse analysis (CDA) and educator-learners Facebook conversations to expose the exercise of relational power and social learning in these interactional spaces. Facebook postings are examined to explore academic relations and associated learner challenges like limited meaningful engagement with peers and content, superficial learning and general academic under-preparedness. The findings suggest the prevalence of formal authoritative (or hierarchical) discourses, few informal liberating (horizontal) discourses, nascent peer-based collaboration and limited learner engagement with theory. These phenomena generally point at first year students' under-developed study skills and less sophisticated literacies. The challenges and potential for transformative learning are explored and possibilities for effective engagement suggested.
96 citations