Just say no? The use of conversation analysis in developing a feminist perspective on sexual refusal. Kitzinger and Frith. Criticize Tannen’s take on unsolicited sex and shift the issue from women’s language use to male sexual violence. (see summary page 90). In Wetherell, Taylor, and Yates 2001. p. 167-185.

Critical Discourse Analysis and Conversation Analysis.
van Dijk, Teun Discourse & Society; Oct99, Vol. 10 Issue 4, p459, 2p
Evaluates the arguments regarding critical discourse analysis (CDA) between scholars Michael Billig and Emmanuel Schegloff. Outcome of the debate; Description of CDA; Performances and career background of the scholars.
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

back to top

Interactional Sociolinguistics

Wortham, S. (1996). Mapping participant deictics: A technique for discovering speakers' footing. Journal of Pragmatics, 25, 331-348.
This article presents a systematic technique for uncovering interactional patterns in conversation. While an indefinite number of verbal and paralinguistic cues can potentially establish interactional structure, one type of form often plays a central role. Deictics systematically index aspects of the context, and these forms often sketch out the framework of an interactional event. This article discusses and illustrates the methodological usefulness of one type of deictic in particular - participant deictics, or 'personal pronouns'. It analyzes five minutes of a classroom conversation, and shows how systematic attention to participant deictics helps uncover the interactional dynamics. The paper ends by considering the limitations of this methodological technique.

Back to top

back to top

CRITICAL DISCOURSE ANALYSIS
see also CDA Theoretical Framework

Critical Discourse Analysis is an interdisciplinary approach to the study of text and talk, which views "language as a form of social practice" (Fairclough 1989: 20) and attempts "to unpack the ideological underpinnings of discourse that have become so naturalized over time that we begin to treat them as common, acceptable and natural features of discourse" (Teo 2000).As a multidimensional analysis, it addresses text, discourse practices, and social practices. These three levels of analysis strengthen CDA methodologically by shedding light on interdiscursivity, or the ways in which collections of influential texts come together to create new texts, discourse practices, and social practices (Fairclough, 1992b).
Norman Fairclough's books, Language and Power (1989) and Critical Discourse Analysis (1995), articulate this three-dimensional framework for studying discourse, "where the aim is to map three separate forms of analysis onto one another: analysis of (spoken or written) language texts, analysis of discourse practice (processes of text production, distribution and consumption) and analysis of discursive events as instances of sociocultural practice" (1995: 2).CDA serves as a critical lens to interrogate a discourse and how it is shaped by looking at (a) social determinants What power relations are operating and are they located primarily at situational (i.e., local), institutional, or societal levels? (b) ideologies - What ideologies are operating and how do these belief systems shape the discourse? and (c) effects Does this discourse contribute to sustaining existing power relations? (Fairclough, 1989).

In addition to linguistic theory, the approach draws from social theory--and contributions from Marx, Gramsci, Althusser, Habermas, and Foucault--in order to examine ideologies and power relations involved in discourse. Fairclough notes "that language connects with the social through being the primary domain of ideology, and through being both a site of, and a stake in, struggles for power" (1989: 15).
Notable researchers include Norman Fairclough, Paul Chilton, Teun van Dijk, Christina Shaffner, Ruth Wodak, Peter Teo, Roger Fowler, Gunther Kress, and Robert Hodge.

References
• Fairclough, Norman. 1989. Language and Power. Harlow: Longman Group UK Limited.
• Fairclough, Norman. 1995. Critical Discourse Analysis. Harlow: Longman Group UK Limited.
• Talbot, Mary, Karen Atkinson and David Atkinson. 2003. Language and Power in the Modern World. Edinburgh: Edinburgh University Press Ltd.
• Teo, Peter. 2000. Racism in the news: a Critical Discourse Analysis of news reporting in two Australian newspapers. Discourse and Society, 11: 1, 7-49. [Cited in Talbot, Atkinson and Atkinson 2003: 36.]

Back to top

Influenced from Althusser's view of ideology and Foucault's discourse. Michel Pecheux (1982). (from van dijk's Fairclough and Wodak).

Principles of CDA. Van Dijk In Wetherell, Taylor, and Yates 2001. p. 300-317 Comparison Approaches between Foucault DA and CDA

Conclusion: Deconstruction and Educational Research. Ch 10. p. 163-173. In Discourse in Educational and Social Research. MacLure, M (2003).

These Chapters from Discourse Theory and Practice: A Reader by Wetherell, Taylor, and Yates 2001 develop Discourse Analysis from a Foucauldian perspective
.
Michael Shapiro. Textualizing Global Politics. Ch. 23 pp. 318-323 In Wetherell, Taylor, and Yates 2001.
Stuart Hall. The Spectacle of the Other. Ch. 24 pp. 324-344. In Wetherell, Taylor, and Yates 2001.

Hugh Mehan. The Construction of an LD student: A Case study in the Politics of Representation. Ch. 25 pp. 345-363. In Wetherell, Taylor, and Yates 2001.

Peter Miller and Nikolas Rose. The Tavistock Programme: The Government of Subjectivity and Social Life. Ch. 26. pp. 364-379. In Wetherell, Taylor, and Yates 2001.

Discourse in Educational and Social Research. MacLure, M (2003)
Introducing Discourse and Educational Research.
Ch. 1. Introduces the authors’ approach to DA. She focuses on Derrida, and Foucault.
Key words: discourse, postsructuralism, deconstruction, educational research, Disarticulation.
The book does not try to provide a map but a ‘path of sorts, wandering among different theories and approaches in the search for ways of grasping the texture of education, and educational research, as discourse’. Thus the author contends that the approach to discourse adopted in the book is intentionally ‘impure’ although the chapters draw on Foucault, Conversation analysis (in a different way), CDA, and other approaches. It privileges nevertheless deconstruction and postsructuralism.
Opens up with a story of creation from Calvino “all at one point” to demonstrate central points in the book: The relationship between language and reality is paradoxical, one cannot be thought without the other and none came first. The space opened by language is ambivalent, it is both productive and disabling. There is no way differentiate without a gap. Difference, absence, distance and separation lie ‘at the heart’ of meaning, being and reality. We are driven, like Qfwfq, to desire that which we can never wholly attain and, indeed, never existed in a pure and unmediated form. All chapters in this book are based on the premise of the ambivalence of language and reality, based on strange but essential gaps and spaces. Language constitutes and is constituted. It has power to create that which it seems simply to describe. Example: Bersnstein’s (1971) ‘restrictive code’ named and therefore instituted, a new linguistic disability for working class children to suffer from, in classrooms across Britain in the 1970’s and 1980’s (see Edwards and Furlong 1978). This creation of what it seeks to simply describe was one of Foucault’s main projects.
The author treats teachers, classrooms, and children as sites for discursive power and contestation. She contends that discursive educational research would be attentive to the multiplicity of meanings invested in the child, the classroom, and the teacher and would resist reading them as natural. The chapters in the book try to interrogate the practices, principles, objects and identities that pass as ‘natural’ in policy, media, curriculum and other areas that deal with education. The later chapters deal with discourses in educational research and assumptions and practices that inform qualitative methodologies.

back to top

| Key theoretical Constructs and Topics| CDA Theoretical Framework |
| Special Analytic Issues in Discourse Analysis | Further DA Bibliography | ACCELA Project | Other Links |