Critical Discourse Analysis in Education A Review of the Literature, 2004 to 2012

Rebecca Rogers, Inda Schaenen, Christopher Schott, Kathryn O’Brien, Lina Trigos-Carrillo, Kim Starkey, Cynthia Carter Chasteen

Research output: Contribution to journalArticlepeer-review

Abstract

This article reviews critical discourse analysis scholarship in education research from 2004 to 2012. Our methodology was carried out in three stages. First, we searched educational databases. Second, we completed an analytic review template for each article and encoded these data into a digital spreadsheet to assess macro-trends in the field. Third, we developed schemata to interpret the complexity of research design. Our examination of 257 articles reveals trends in research questions, the theories researchers find useful, and the kinds of interactions that capture their attention. We explore areas in the field especially ripe for debate and critique: reflexivity, deconstructive–reconstructive stance toward inquiry, and social action. We compare the findings with an earlier review published in 2005, reflecting on three decades of critical discourse analysis in education research.
Original languageAmerican English
JournalReview of Educational Research
Volume86
DOIs
StatePublished - Dec 1 2016

Keywords

  • critical discourse analysis
  • education research
  • literature review

Disciplines

  • Education
  • Social and Behavioral Sciences
  • Sociology

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