scholarly journals Reflections on applying critical discourse analysis methodologies in analysing South African history textbooks

2015 ◽  
pp. 58-75 ◽  
Author(s):  
Marshall Tamuka Maposa
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
South African ◽  
History Textbooks ◽  
Critical Discourse ◽  
African History

scholarly journals The representation of the temporal notion of post-colonial Africa in South African history textbooks

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Marshall T. Maposa
Keyword(s):  
South Africa ◽  
Critical Discourse Analysis ◽  
South African ◽  
National Curriculum ◽  
History Textbooks ◽  
Colonial Period ◽  
Critical Discourse ◽  
African History ◽  
Post Colonial ◽  
Temporal Representation

This article is premised on the current (2015–2016) developments in South Africa whereby the country’s youth are increasingly engaging in discourses of South Africa’s post-colonial condition and the need for decolonisation. But how do the history textbooks that they use in schools construct this contentious post-colonial period? On this basis, the main objective is to examine the temporal representation of post-colonial Africa in South African history textbooks. Critical discourse analysis was applied on a sample of four National Curriculum Statement-aligned textbooks with a focus on sections that covered content on post-colonial Africa. The findings from the textual analysis show that the temporal notion of post-colonial Africa is not clearly framed within a particular period. The ambiguity of the temporal notion, a fundamental concept in history, stems from the fact that the lexicalisations used as time markers in the textbooks cannot be linked to one particular date, resulting in a post-colonial Africa whose beginning and – more specifically – end cannot be unambiguously determined. The textbooks also sometimes refer to the post-colonial period as singular, whereas in other cases they describe the period as consisting of different phases. I conclude that such ambiguity reveals a loophole in educating the learners about a period whose circumstances they are trying to not only engage but also transform.

Reproducing patriotism: An exploration of ‘freedom’ in US history textbooks

2019 ◽  
Vol 30 (5) ◽  
pp. 482-502 ◽  
Author(s):  
Jennifer Pavlick
Keyword(s):  
High Schools ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Civic Education ◽  
Exploratory Study ◽  
History Textbooks ◽  
American Identity ◽  
Critical Discourse ◽  
Us History ◽  
A Value

This is an exploratory study investigating the production of the meaning of ‘freedom’ in US history textbooks used in high schools across America. Responding to current ideological division, this article investigates the production of American patriotism and identity. This study uses methods from critical discourse analysis to dissect how the language used in the textbooks produces a meaning of ‘freedom’. It then explores the production of patriotic citizens through history/civic education and questions the meaning of ‘freedom’ as a value that sits at the heart of American identity and rhetoric. The quantitative and qualitative results show that the story of ‘freedom’ in the textbooks aims to pacify the violent ruptures of history while instilling in students a sense of duty to ‘freedom’ as a cause and value worth furthering – even if its meaning is not fully explained.

scholarly journals WACANA BHINEKA TUNGGAL IKA DALAM BUKU TEKS SEJARAH

2016 ◽  
Vol 26 (1) ◽  
pp. 106
Author(s):  
Indah Wahyu Puji Utami ◽  
Aditya Nugroho Widiadi
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Continuous Process ◽  
History Textbooks ◽  
Critical Discourse ◽  
Data Sources ◽  
Analysis Model ◽  
Collective Memories ◽  
School History ◽  
History Learning

<p class="04Abstrak">Textbook is one of learning sources used in history learning in school. History learning has function to preserve collective memories and necessary values, such as Bhineka Tunggal Ika. This research aims to reveal depiction and representation of  Bhineka Tunggal Ika value in history textbooks. It is qualitative research using critical discourse analysis, particularly representative analysis model by Roger Fowler.  Data sources in the research are the senior high school textbooks based on 2006 curriculum which can be downloaded at bse.kemdikbud.go.id. website. Method of collecting data is conducted by documentation technique. The validity of discourse analysis refers to  Ibnu Hamad’s opinion, namely holistic, historical situatedness, and theory. Next, analysis is conducted using critical discourse analysis by Fairclough  namely description, interpretation and explanation. The result of research shows that Bhineka Tunggal Ika is represented in various themes such as assimilation/acculturation/ syncretism, differences/diversity/plurality/complexity/multicultural, distinction/discrimination and unity. Bhineka Tunggal Ika should be understand as both  a result and continuous process.</p><p> </p><p class="04Abstrak">Buku teks merupakan salah satu sumber belajar yang digunakan dalam pembelajaran sejarah di sekolah. Pembelajaran sejarah berfungsi untuk melestarikan memori kolektif dan nilai-nilai yang dianggap penting, salah satunya Bhineka Tunggal Ika. Penelitian ini bertujuan untuk untuk mengungkap penggambaran dan representasi nilai Bhineka Tunggal Ika dalam buku teks sejarah. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode analisis wacana kritis, terutama analisis representasi model Roger Fowler. Sumber data pada penelitian ini adalah buku teks sejarah SMA berdasarkan kurikulum 2006 yang dapat diunduh pada laman bse.kemdikbud.go.id. Pengumpulan data dilakukan dengan teknik dokumentasi.Validitas analisis wacana mengacu pada pendapat Ibnu Hamad, yaitu holistic, historical situatedness, dan teori.Selanjutnya analisis dilakukan dengan menggunakan model analisis wacana kritis Fairclough yaitu deskripsi, interpretasi, dan eksplanasi. Hasil penelitian menunjukkan bahwa Bhineka Tunggal Ika direpresentasikan dalam berbagai tema seperti pembauran/akulturasi/sinkretisme, perbedaan/ keragaman/ pluralitas/ kemajemukan/ multikultural, pembedaan/diskriminasi serta persatuan dan kesatuan. Bhineka Tunggal Ika perlu dipahami sebagai hasil maupun proses yang terus berlanjut.</p><p> </p>

scholarly journals A History and Ideology in the Development of the Writing of History Textbooks for High School in Indonesia 1994-2013

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Wawan Darmawan, Scopus ID: 57192940869
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
History Textbooks ◽  
Critical Discourse ◽  
Government Policies ◽  
New Order ◽  
Ideological Discourse ◽  
The Reformation ◽  
The Government

This article reveals the results of research on the contents of history subjects in history textbooks for High School that issued in two different government, those are the New Order Government and Reformation Government, which are considered to contain ideological messages. History textbooks that flowed from the curriculum follows on government policies. That wasn’t surprising if the government changed, they will change the curriculum, and also change the content of text books, in this case includes the history text books. The change indicates that history text books cannot be separated from the interests of the government’s ideology. The aim of this research is wanting to reveal the forms of ideology that is present in the content of history text books. The method that used is critical discourse analysis to know the ideological discourse in history text books from two different government periods. The history text books that are examined based on the 1994 Curriculum and the 2013 Curriculum to indicate two curriculums results from two reigns. Based on the results of this research, it can be compared with the ideology of writing content of history text books in the New Order and Reformation period, there are includes communism and Pancasila, deceit democracy and freedom for democracy, militarism and anti-militarism, neoliberalism and anti-communism, liberalism and anti-liberalism. However, there is still a single narrative of the nation in the New Order that could not be replaced by the Reformation era.

Exploring Higher Education Students’ Technological Identities using Critical Discourse Analysis

2013 ◽  
pp. 181-198
Author(s):  
Cheryl Brown ◽  
Mike Hart
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
South African ◽  
Methodological Approach ◽  
Social Identities ◽  
Critical Discourse ◽  
Education Students ◽  
Key Concepts ◽  
Analytical Device

This chapter applies a critical theory lens to understanding how South African university students construct meaning about the role of ICTs in their lives. Critical Discourse Analysis (CDA) has been used as a theoretical and analytical device drawing on theorists Fairclough and Gee to examine the key concepts of meaning, identity, context, and power. The specific concepts that inform this study are Fairclough’s three-level framework that enables the situating of texts within the socio-historical conditions and context that govern their process, and Gee’s notion of D(d)iscourses and conceptualization of grand societal “Big C” Conversations. This approach provides insights into students’ educational and social identities and the position of globalisation and the information society in both facilitating and constraining students’ participation and future opportunities. The research confirms that the majority of students regard ICTs as necessary, important, and valuable to life. However, it reveals that some students perceive themselves as not being able to participate in the opportunities technology could offer them. In contrast to government rhetoric, ICTs are not the answer but should be viewed as part of the problem. Drawing on Foucault’s understanding of power as a choice under constraint, this methodological approach also enables examination of how students are empowered or disempowered through their Discourses about ICTs.

scholarly journals Axing the Rainbow

2019 ◽  
Vol 7 (1) ◽  
pp. 81
Author(s):  
Irina Turner
Keyword(s):  
South Africa ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
South African ◽  
Critical Discourse ◽  
Academic Institutions ◽  
African Nation ◽  
Current State ◽  
Systemic Discrimination ◽  
Social Disparity

Today, the Rainbow Nation as the central metaphor for postapartheid South Africa falls short of serving as a unifying identification marker due to its tendency to gloss over contrasting living realities of diversified identities and ongoing systemic discrimination. The South African Fallism movements – the student-driven protests against neocolonial structures in academic institutions – spearheaded public criticism with the current state of ongoing social disparity in South Africa and revived the critique of so-called rainbowism, i.e., the belief that a colour-blind society can be created. In an application of Critical Discourse Analysis focusing on mythical metaphors, this article asks to what extent the new president Cyril Ramaphosa in his maiden State of the Nation Address projected a post-Zuma South African nation and answered to the challenges posed by Fallists.

scholarly journals A critical discourse analysis of selected news reports of South Africa xenophobic attacks of Nigerians

2021 ◽  
Vol 2 (3) ◽  
pp. 62-69
Author(s):  
Gideon Abioye Oyedeji ◽  
◽  
Nabila Idoko Idris ◽  
Keyword(s):  
South Africa ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
South African ◽  
News Media ◽  
Critical Discourse ◽  
South Africans ◽  
Mainstream Media ◽  
News Reports ◽  
Colonial Experience

The incessant xenophobic attacks of Nigerians and other foreign nationals in South Africa have generated a unique discourse in the Nigerian media and in fact, other mainstream media on the African continent and international scene. These attacks are viewed by the international community as incompatible with 21st century civility. This paper therefore, engages the reports of selected news media in Nigeria, South African and other media houses with a view to explicating the ideologies that underpin each report seeing through the insight of Van Dijk, Norman Fairclough and Ruth Wodak’s models of Critical Discourse Analysis. A total of 10 report on the 2015-2019 xenophobia were purposively selected from the online outlets of these media houses. The study therefore found that the use of language by the Nigerian media shows that the polarisation tilted towards emphasising the positive ‘in-group’ description of the heinous acts visited on innocent Nigerians in South Africa whereas the South African and other news media brought to perspective the negative ‘out-group’ description of “some” Nigerians who are engaged in illegal businesses in their South Africa. The lexical choices contribute in significant ways to show the ideologies each reporters represent. The study submits that, these attacks by South Africans on fellow African Nationals are nefarious, iniquitous, atrocious and roguish perhaps because of their colonial experience.

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