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, a Vygotskian analysis and review of teacher talk and meaning making in science classrooms is presented, focusing on the role of the teacher in the meaning-making process.
Abstract: (1998). Teacher Talk and Meaning Making in Science Classrooms: a Vygotskian Analysis and Review. Studies in Science Education: Vol. 32, No. 1, pp. 45-80.
343 citations
01 Jan 2005
TL;DR: There are many forms of discourse analysis, including content analysis, semiology, and iconography as discussed by the authors, and the Foucauldian discourse analysis is a break from other critical methods applied to textual analysis.
Abstract: My hope in writing this chapter is to generate enthusiasm for geographical research employing discourse analysis. My intention is to provide some advice on doing discourse analysis to facilitale the design of research. I first outline why some geographers have been inspired by this approach. I suggest how Foucauldian discourse analysis is a break from other critical methods applied to textual analysis, including content analysis, semiology, and iconography. The theoretical underpinnings of the method provided by Michel Foucault, a French poststructuralist philosopher, is a key source of difference. I therefore condense Michel Foucault's contribution to discourse analysis by sketching out his key theoretical concepts and their methodological implications. To discuss the methodological implications 0f doing discourse analysis I draw upon the advice of feminist geographer Gillian Rose and linguist Norman Fairclough. I provide a list of questions to help implement a Foucauldian approach to discourse analysis and illustrate their implications lor 'doing' geography by drawing upon examples. This chapter should therefore be read only as an appetiser as there are many forms of discourse analysis. The suggested readings provide a much larger selection of the theoretical and methodological possibilities.
343 citations
TL;DR: In this article, a special issue on discourse analysis in the field of environmental policy and public management of natural resources is presented, which is concerned with theories and methodologies of discourse analysis and their contribution to environmental policy research.
Abstract: This Special Issue is concerned with theories and methodologies of discourse analysis and their contribution to environmental policy research in particular. It is a response to three theoretical challenges in the field of environmental policy and public management of natural resources: (i) environmental policy problems are obviously the effect of social constructions although they concern 'natural' objects; (ii) struggles about concepts, knowledge and meaning are an essential element of environmental policy; (iii) environmental discourse has material and power effects as well as being the effect of material practices and power relations. These three challenges question to what extent is environmental policy about 'nature' and the 'environment'?
After shortly explaining these challenges, this introduction will sketch out particularities of the discursive perspective and distinguish between a Foucaultian and non-Foucaultian perspective. Following this, it will be shown how the contributors to the Special Issue use discourse analysis to treat nature and environment as contested concepts. The paper concludes with a discussion concerning achievements of and challenges to discourse analysis in environmental policy and planning.
342 citations
TL;DR: The authors argued that deeply embedded within racialized policy discourses is not merely a concern about disproportionality or inequality, but also a concern with the bodies of Black people, the signification of their Blackness, and the threat posed by the Black to the educational well-being of other students.
Abstract: I argue that analyses of racial(ised) discourse and policy processes in education must grapple with cultural disregard for and disgust with blackness. This article explains how a theorization of antiblackness allows one to more precisely identify and respond to racism in education discourse and in the formation and implementation of education policy. I contend that deeply embedded within racialized policy discourses is not merely a concern about disproportionality or inequality, but also a concern with the bodies of Black people, the signification of (their) Blackness, and the threat posed by the Black to the educational well-being of other students. Using school (de)segregation as an example, I demonstrate how policy discourse is informed by antiblackness, and consider what an awareness of antiblackness means for educational policy and practice.
338 citations