TY - JOUR
T1 - Critical Discourse Analysis in Education A Review of the Literature, 2004 to 2012
AU - Rogers, Rebecca
AU - Schaenen, Inda
AU - Schott, Christopher
AU - O’Brien, Kathryn
AU - Trigos-Carrillo, Lina
AU - Starkey, Kim
AU - Chasteen, Cynthia Carter
N1 - 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.
PY - 2016/12/1
Y1 - 2016/12/1
N2 - 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.
AB - 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.
KW - critical discourse analysis
KW - education research
KW - literature review
UR - https://doi.org/10.3102/0034654316628993
U2 - 10.3102/0034654316628993
DO - 10.3102/0034654316628993
M3 - Article
VL - 86
JO - Review of Educational Research
JF - Review of Educational Research
ER -