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A Faircloughian approach to CDA: Principled eclecticism or a method searching for a theory?

Henderson, Robyn W. (2005) A Faircloughian approach to CDA: Principled eclecticism or a method searching for a theory? Melbourne Studies in Education, 46(2), pp. 9-24.

Abstract

For researchers wanting to take up critical discourse analysis as an analytical tool, Norman Fairclough's (1989) early work provided a step-by-step approach that he called 'a guide not a blueprint.' In response to calls for a more explicit theoretical justification, Chouliaraki and Fairclough (1999) attempted to theoretically 'ground' CDA and to spell out its underpinning theories 'explicitly and systematically'. Their recommendation for a 'shifting synthesis' of theoretical sources, however, has been criticised, raising significant questions about the extent to which this work is method-driven and theoretically-framed. This paper explores some of the issues, considerations and advantages that surfaced as the author drew on a Faircloughian approach to CDA, its theory and method in researching literacy learning.

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ID Code: 2178
Item Type: Journal Article
Additional URLs:
Keywords: critical discourse analysis, literacy, education
ISSN: 0076-6275
Subjects: Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2005 Faculty of Education, Monash University
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 09 Dec 2005
Last Modified: 09 Jun 2010 22:27

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