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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: This article investigated the potential of students' written and oral questions both as an epistemic probe and heuristic for initiating collaborative argumentation in science and found that the initial focus on questions prompted students to articulate their puzzlement; make explicit their claims and (mis)conceptions; identify and relate relevant key concepts; construct explanations; and consider alternative propositions when their ideas were challenged.
Abstract: This study investigated the potential of students' written and oral questions both as an epistemic probe and heuristic for initiating collaborative argumentation in science. Four classes of students, aged 12–14 years from two countries, were asked to discuss which of two graphs best represented the change in temperature as ice was heated to steam. The discussion was initiated by asking questions about the phenomenon. Working in groups (with members who had differing viewpoints) and guided by a set of question prompts, an argument sheet, and an argument diagram, students discussed contrasting arguments. One group of students from each class was audiotaped. The number of questions written, the concepts addressed, and the quality of written arguments were then scored. A positive correlation between these factors was found. Discourse analysis showed that the initial focus on questions prompted students to articulate their puzzlement; make explicit their claims and (mis)conceptions; identify and relate relevant key concepts; construct explanations; and consider alternative propositions when their ideas were challenged. Productive argumentation was characterized by students' questions which focused on key ideas of inquiry, a variety of scientific concepts, and which made explicit reference to the structural components of an argument. These findings suggest that supporting students in productive discourse is aided by scaffolding student questioning, teaching the criteria for a good argument, and providing a structure that helps them to organize and verbalize their arguments. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:883–908, 2010

210 citations

Journal ArticleDOI
Allan Luke1
TL;DR: The authors define educational research first and foremost as a positivist and empiricist enterprise, which is a view that often guides annual reviews of research, overviews of the field, encyclopedias, handbooks, and so forth, and would be unwise to interpret paradigm shifts in educational research in terms of the succession of disciplinary truths, the emergence of more refined and exacting methods, and a continually improving state of the art.
Abstract: If we take seriously lessons from the sociology of science, it would be unwise to interpret paradigm shifts in educational research in terms of the succession of disciplinary truths, the emergence of more refined and exacting methods, and a continually improving \"state of the art.\" To embrace such a view of research—a view that often guides annual reviews of research, overviews of the field, encyclopedias, handbooks, and so forth—would be to define educational research first and foremost as a positivist and empiricist enterprise. Like other kinds of \"official knowledge\" (Apple, 1993), educational research is mediated by a complex political economy that entails the immediate statements and imperatives of the institutions it serves; the politics of the academies, government funding agencies, and corporations where theory, research, and curriculum work is undertaken; and larger political and economic interests that influence what can be said, by whom, and in what terms across and within institutions. Of course, social sciences and educational studies do produce and circulate new knowledge, and researchers are able to assert varying kinds and degrees of agency in ascertaining and asserting what should count as educational research in local sites. But a broader social analysis is necessary to grasp how particular perspectives, methods, and \"truths\" are made available, selected, and framed for the work of education (Apple, 1985; Wexler, 1987). Since the Second World War, two major demographic and socioeconomic changes have placed issues of language, discourse, and difference on the educational agenda: the expanded recognition of the educational entitlements

209 citations

Journal ArticleDOI
TL;DR: In this article, the authors discuss a theoretical and analytical framework for the discourse analysis of socio-spatial relations, in terms of their practical "workings" and their symbolic "meaning", played out at spatial scales from the body to the global.
Abstract: Summary. The aim of this paper is to explore how spatialities are ‘constructed’ in spatial policy discourses and to explore how these construction processes might be conceptualised and analysed. To do this, we discuss a theoretical and analytical framework for the discourse analysis of socio-spatial relations. Our approach follows the path emerging within planning research focusing on the relations between rationality and power, making use of discourse analytics and cultural theoretical approaches to articulate a cultural sociology of space. We draw on a variety of theoretical sources from critical geography to sociology to argue for a practice- and cultureoriented understanding of the spatiality of social life. The approach hinges on the dialectical relation between material practices and the symbolic meanings that social agents attach to their spatial environment. Socio-spatial relations are conceptualised in terms of their practical ‘workings’ and their symbolic ‘meaning’, played out at spatial scales from the body to the global—thus giving notion to an analysis of the ‘politics of scale’. The discourse analytical approach moves away from textually oriented approaches to explore the relations between language, space and power. In the paper, we use examples of the articulation of space in the emerging field of European spatial policy. It is shown how the new spatial policy discourse creates the conditions for a new set of spatial practices which shape European space, at the same time as it creates a new system of meaning about that space, based on the language and ideas of polycentricity and hypermobility.

208 citations

Book
01 Mar 2004
TL;DR: The scientific reproduction of gender inequality: A discourse analysis of research texts on women's entrepreneurship is presented in this paper, where the authors focus on the reproduction of women's inequality in the context of entrepreneurship.
Abstract: The scientific reproduction of gender inequality : A discourse analysis of research texts on women's entrepreneurship

208 citations


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