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.
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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|Item Type:||Journal Article|
|Keywords:||critical discourse analysis, literacy, education|
|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 00:00|
|Last Modified:||09 Jun 2010 12:27|
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