Discourse Analysis

1995 ◽  
Vol 16 (3) ◽  
pp. 150-158 ◽  
Author(s):  
Ellice A. Forman ◽  
Dawn E. Mccormick
Keyword(s):  
Special Education ◽  
Discourse Analysis ◽  
Social Construction ◽  
Minority Students ◽  
Sociocultural Theory ◽  
Teaching And Learning ◽  
The Social ◽  
Research In Education ◽  
Construction Of Disability ◽  
Sociocultural Research

Discourse analysis is one of the principal methodologies of sociocultural research in education. sociocultural research focuses on understanding how cognitive, social, cultural, affective, and communicative factors influence instruction. we review how sociocultural theory conceptualizes teaching and learning, some fundamental constructs of both the theory and the methodology, and the basic guidelines for discourse analysis. we discuss the applications of sociocultural theory and discourse analysis to remedial and special education by focusing on three areas of research: the social construction of disability, contingent instruction between adults and learners, and miscommunication between adults and working class or minority students.

scholarly journals La construcción discursiva de la identidad andaluza y la reproducción de la memoria colectiva en la serie La respuesta está en la historia / The Discursive Construction of Andalusian Identity and Collective Memory Play in the Series the Answer Lies in History

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Kamil Fleissner
Keyword(s):  
Discourse Analysis ◽  
Social Construction ◽  
Collective Memory ◽  
Critical Discourse Analysis ◽  
Collective Identity ◽  
Theoretical Approach ◽  
Critical Discourse ◽  
Discursive Construction ◽  
Television Series ◽  
The Social

ABSTRACTThis study aims to analyze the discoursive representation of andalusian collective identity and memory in the television series “La respuesta está en la historia”. I will reflect the theoretical approach of the social construction of identities and I will use the methodology of the critical discourse analysis to identify, classify and explore the basic discoursive strategies that are reproduced by the television series.RESUMENEl propósito general de este estudio es analizar la construcción discursiva de las representaciones de la identidad social y de la memoria colectiva de los andaluces en la serie “La respuesta está en la Historia”. Reflejando las explicaciones teóricas de la construcción de la identidad y los conceptos de la memoria colectiva, y usando la perspectiva teórico-metodológica del análisis crítico del discurso identifico, clasifico y exploro las principales estrategias discursivas usadas en el programa.

Introduction

2019 ◽  
pp. 1-22
Author(s):  
Ira Helderman
Keyword(s):  
Discourse Analysis ◽  
Social Construction ◽  
Religious Studies ◽  
Theoretical Level ◽  
Full Diversity ◽  
The Social ◽  
Ethnographic Observation ◽  
Mindfulness Practices ◽  
Religious Transmission ◽  
Theoretical Foundations

The Introduction begins by laying out the methodological and theoretical foundations of the book. It explains that, currently, religious studies research on this topic has been limited, only conducted on select aspects such as mindfulness practices. Methodologically, ethnographic observation and interviews add significant texture to historical and discourse analysis and reveals the full diversity of ways therapists have related to Buddhist traditions. Further, at a theoretical level, previous studies often present binary interpretations of psychotherapists’ approaches to Buddhist traditions as either cases of secularization or religious transmission. These totalizing interpretations do not take account of research on the social construction of classifications of the religious and not-religious (the secular, science, medicine, etc.). The Introduction then outlines six major sets of approaches that clinicians have taken to Buddhist traditions: clinicians (1) therapize, (2) filter, (3) translate, (4) personalize, (5) adopt, and (6) integrate those aspects of Buddhist traditions that they view to be religious. These categories, though highly artificial, are a useful method for mapping therapists’ approaches to Buddhist traditions because they illustrate how they arise out of the relational configurations clinicians believe they make between the religious and the not-religious. And yet, these configurations always prove unstable.

Examining Oppressions as a Way of Valuing Diversity

2020 ◽  
pp. 55-77
Author(s):  
Otrude Nontobeko Moyo
Keyword(s):  
Social Justice ◽  
Social Construction ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Documentary Films ◽  
Classroom Experiences ◽  
The Social ◽  
Pedagogy Of Discomfort ◽  
Support Students ◽  
Critical Reflections

This chapter shares an example of using a critical multicultural lens in teaching and learning to engage diversity and social justice in intercultural experiences. The author draws on the classroom experiences of the author and highlights instructor-learner perspectives. Emphasized is the use of the knowledge building classroom engaging pedagogy of discomfort, courageous dialogues, and critical reflections in a reiterative process to engage students in “critical knowing thyself” and “respectfully knowing others.” Students are encouraged to use a critical multicultural lens that centers power in societies together with supportive readings, documentary/films, and activities to examine the social construction of race (racism), gender (sexism), heteronormativity (homophobia), class (classism), and (dis)abilities (ableism) at the personal, interpersonal, institutional, and cultural levels. The conclusion highlights the need to engage self-criticality and the pedagogy of discomfort to examine the interlocking systems of oppression to support students' learning beyond just cataloging privileges.

Discourse Analysis

2021 ◽  
pp. 88-94
Author(s):  
Elisa Narminio ◽  
Caterina Carta
Keyword(s):  
Social Sciences ◽  
Discourse Analysis ◽  
Social Construction ◽  
Social Science ◽  
Spoken Language ◽  
Entry Point ◽  
The Social ◽  
The World

This chapter describes discourse analysis. In linguistics, discourse is generally defined as a continuous expression of connected written or spoken language that is larger than a sentence. However, as a method in the social sciences, discourse analysis (DA) gave rise to diatribes about where to set the borders of discourse. As language constitutes the very entry point to the world, some discourse analysts argue that all that exists acquires meaning through language. Does this mean that discourse constitutes reality? Is there anything outside text and discourse? Or is discourse one among many means of social construction? The evolution of DA in social science unearths an ontological debate between ‘realists’ and ‘nominalists’, which eventually reverberates in epistemological strategies.

scholarly journals ‘It’s not about disability, I want to win as many medals as possible’: The social construction of disability in high-performance coaching

2018 ◽  
Vol 55 (3) ◽  
pp. 344-360 ◽  
Author(s):  
Robert C Townsend ◽  
Tabo Huntley ◽  
Christopher J Cushion ◽  
Hayley Fitzgerald
Keyword(s):  
Social Construction ◽  
High Performance ◽  
Symbolic Capital ◽  
Theoretical Concepts ◽  
Disability Sport ◽  
Ethnographic Fieldwork ◽  
Performance Coaching ◽  
The Social ◽  
Construction Of Disability ◽  
Social Construction Of Disability

This article draws on the theoretical concepts of Pierre Bourdieu to provide a critical analysis of the social construction of disability in high-performance sport coaching. Data were generated using a qualitative cross-case comparative methodology, comprising 18 months of ethnographic fieldwork in high-performance disability sport, and interviews with coaches and athletes from a cross-section of Paralympic sports. We discuss how in both cases ‘disability’ was assimilated into the ‘performance logic’ of the sporting field as a means of maximising symbolic capital. Furthermore, coaches were socialised into a prevailing legitimate culture in elite disability sport that was reflective of ableist, performance-focused and normative ideologies about disability. In this article we unpack the assumptions that underpin coaching in disability sport, and by extension use sport as a lens to problematise the construction of disability in specific social formations across coaching cultures. In so doing, we raise critical questions about the interrelation of disability and sport.

Narrative Research in Education

Education ◽  
2017 ◽  
Author(s):  
D. Jean Clandinin ◽  
Vera Caine ◽  
Margot Jackson
Keyword(s):  
Social Sciences ◽  
Discourse Analysis ◽  
Narrative Inquiry ◽  
Narrative Analysis ◽  
Narrative Research ◽  
Written Text ◽  
The Social ◽  
Narrative Methodology ◽  
Research In Education

While the study of narratology has a long history, narrative research became a methodology for the study of phenomena in the social sciences in the 1980s. Since that time there has been what some have called a narrative revolution, which is reflected in the rapid uptake in the use of narrative methodology across disciplines. There are diverse definitions of narrative research with different ontological and epistemological commitments, which range from semiotic studies and discourse analysis of spoken and written text to analysis of textual structures of speech and performances of texts as in narrative analysis to the relational studies of narrative inquiry where a focus on lived and told experience is central.

scholarly journals SPECIAL EDUCATION CLASSROOMS, LANGUAGE, AND SPACE: A DISCURSIVE-LINGUISTIC REFLECTION

2014 ◽  
Vol 14 (3) ◽  
pp. 687-701
Author(s):  
Carmem Caetano
Keyword(s):  
Special Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Social Space ◽  
Theoretical Foundation ◽  
Critical Discourse ◽  
Social Events ◽  
The Social

Originating from the notion of space and language as formulated by Gunn (2002) and based on the theoretical foundation of Critical Discourse Analysis, as proposed by Norman Fairclough (2003), this paper deals with the investigation of identity (re)construction for teachers in special education classrooms in Brazil. Elements from Fairclough's theory are used to approach the category of space in language praxis for the purpose of investigating, specifically, how people involved in the social events of special education represent this social space and how issues of power and ideology are perceived in the discourse (s) of this education assistant model.

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