For more books see Readings Page


Discourse Analysis in Different Disciplines
Barker, Chris. Galasinski, Dariusz. Cultural Studies and Discourse Analysis
Book Description
Cultural Studies and Discourse Analysis shows that critical discourse analysis is able to provide the analytic context, skills and tools by which we can study how language constructs, constitutes and shapes the social world. The basic idea that the book tries to put forward is that critical discourse analysis can enhance cultural studies in that it enlarges our understanding of gender and ethnicity. In this way the book brings together insights from cultural studies and critical discourse analysis to examine the fruitful links between the two. The book outlines a new direction for cultural research and debate and brings theory and practice together in a way that is understandable and insightful.
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Intertextuality

Allen, Graham (2000) Intertextuality.
Keywords: department of english; literary theory; criticism; intertextuality; influence; allusion
This book begins with a historical account of the turns in the term's history (from Saussure to Kristeva). The book analyzes the assimilation of the term into literary theory and theories of cultural, artistic and even technological production. is further divided into how the term is used in structuralism, feminism and postcolonialism, post-structuralism, Marxism and psychoanalytic theory. Includes a glossary of key terms. All in all, even when two main strands dominate theories of Intertextuality (Bakhtinian and Postructuralist) Intertextuality reminds us that texts are potentially plural, reversible, open to the reader’s own presuppositions, and without specific boundaries especially as they refer to the expression or repression of the dialogical voices which exist in society.
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Orr, M. (2003). Intertextuality : debates and contexts. Cambridge, UK
Oxford, UK ; Malden, MA, Polity Press ; Blackwell Pub.
This book is a comprehensive introduction to the idea of intertextuality and the debates surrounding it. Orr focuses on the four key thinkers whose work has been central to these debates - Kristeva, Barthes, Bloom and Genette. Of special importance is the author's reading (and translation) of other parts of Kristeva's Semeiotikè . Orr's investigation also takes a fresh approach to the rival French critics - Angenot, Derrida, Girard and Ricoeur - who also worked on "intertexuality" and tackles the "language" of intertextuality, shining new light on some of the terminology most commonly associated with this concept. Of special interest is her chapter on immitation in which she discusses issues of plagiarism, forgery, and counterfeit.
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Methodology

Baxter, J (2003). Positioning gender in discourse: a feminist methodology. New York : Palgrave Macmillan.

Titscher, Meyer, Wodak, and Vetter
Book Description
Methods of Text and Discourse Analysis provides a comprehensive overview currently available of linguistic and sociological approaches to text and discourse analysis. After defining what texts and discourses mean and providing a theoretical map of methods of text and discourse analysis (Grounded Theory, Content Analysis, Conversation Analysis and Critical Discourse Analysis and others), the authors present each approach according to a standardised format, which allows for direct systematic comparisons. Fully annotated lists of sources are provided and may be an important resource for students who want to go deeper in an approach. The book suggests the benefits both linguists and sociologists will derive from a more intimate knowledge of each others' methods and procedures. One thing that this book does best and that sets it apart from any other book I’ve seen is that it enables for easy and simple way to compare, contrast and apply a range of methods of textual and Discourse analysis reviewed in the book.

Wertsch, James (2001) The multivoicedness of meaning. In Wetherell, M.; Taylor, S.; and Yates, S. (Eds). Discourse Theory and Practice: A reader. P. 222-235.
Uses Bakhtin notions of meaning as they inform Vygotskian approach to mediated action.
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Multimodality

Kress, G. and T. Van Leeuwen (2001). Multimodal Discourse: the modes of media of contemporary communication. London, Arnold.
In UMass Library
Discourse and technology : multimodal discourse analysis / Philip LeVine and Ron Scollon, editors. Washington, D.C. : Georgetown University Press, c2004.
Click to view more details (In UMass Library).
http://www.loc.gov/catdir/toc/ecip0411/2003024544.html
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Generation Txt? Exposing the sociolinguistics of young people's text-messaging
Crispin Thurlow
Editors: Simeon Yates and Susan Herring
(Sheffield Hallam University) (University of Indiana)
http://extra.shu.ac.uk/daol/previous/v1_n1.html

Theory, Language Learning, and Genre

Kern, R. (2000). Literacy and language teaching. Oxford ; New York, Oxford University Press.
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Lantolf, James (ed.) Sociocultural theory and second language learning. The book deals with concepts such as mediation of language learning through interaction, positioning, representation and enactment; mediation; voicing; emergence; double-voicing; ventriloquation.
More on Lantolf
The main force behind Lantolf's book is to broaden the base of theories for second language acquisition (SLA). A major theme running through the text is the inadequacy of popular interactionist theories of SLA for explaining and describing language development, and the need for a research framework that accounts for the role of social context and collaborative dialogue. The text starts with a good overview of sociocultural theory, outlining the major aspects of the theory, including activity theory, inner/private speech and the zone of proximal development. The relevance of these areas are then discussed by a number of SLA theorists/researchers, with the aim of calling for a deeper, contextual and qualitative analysis of language learning interactions/tasks, and asserting the efficacy of sociocultural theory in facilitating and explaining effective language learning.
In UMass Library

Lemke, J. (1990). Talking Science: Language, Learning, and Values. Norwood: NJ, Ablex Publishing Corporation.
The book is mainly about communication and about scientific and technical education. It adopts a interaction analysis and thematic analysis approach to discourse similar to other techniques called ‘pragmatic’ (or speech act) analysis and ‘semantic’ analysis respectively (references for introductory articles at the end of chapter 2). How do we communicate ideas, and why sometimes it fails, finally, what is involved in (and what is difficult about) communicating scientific and technical concepts? Language mediates our talking of science because language is not simply vocabulary and grammar, but the means through which we make meaning. As such the book has a semantic emphasis.
How do we use the language of science to make sense of the world, and to make sense of one another?
Cp. 5 looks interesting to analyze the ideology behind authority both as discursive authority (science as authoritative/scientific) and interactional authority as control.
Key words: Activity types, control,
Cp. 10 Principles of Social Semiotics: Basic question: How we make meaning. (based on Halliday).

Provides further readings and commentaries.
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Hasan, R. and Williams, G. 1996. Literacy in Society.
Authors who use the SFL approach to in the end produce a pedagogical discourse concerned with questions of social equality p. xi. In this sense CDA and SFL align. In literacy, this is so through Martin’s framework (genre-based movement). It provides explicit linguistic descriptions of the main ‘genres’ of educationally valued texts. (see inside text for notes on specific articles). One of the main assertions of this book as it is evident from the chapters in it is that a language based approach to learning is an instance of Critical pedagogy. They contend that such a genre-based approach based on a functional understanding of texts (which views texts as cultural constructs) is and should be a necessary (but not sufficient) component of any critical literacy to be implemented in schools.
Key terms: Deconstruction of texts (not in postructural sense though), genre based movement, Critical Pedagogy (text based).

• Selected chapters from Hasan, R. and Williams, G. 1996. Literacy in Society.

Van Leeuwen and Humphrey, S. On Learning to look Through a Geographer’s eyes.
Language is seen as a set of registers. Literacy is seen as proficiency in registers which are highly valued in the dominant culture (registers: geography, science). The authors contend that in the past few decades school textbooks for geography have become increasingly visual and that ‘to look through a geographer’s eyes’ its is necessary to be familiar with the registers of the ‘language of images’ that are important for the geography register. The chapter provides a developmental approach consisting in 5 stages aiming at grappling with the geography register.
Key words: Multimodality, social semiotics, Literacies (in this case geographical literacy), Australia, Geography and Science, Junior high school.

Rothery, J Making Changes: Developing an Educational Linguistics. . p. 86-123
The author shows through a text used for in service teacher training how the insights of a
Systemic functional linguistic approach enhances the analysis of the text. Based on this,
The author proposes a genre-based pedagogical model for science teaching within a
Critical literacy framework. The author proposes a teaching cycle with 4 stages
(negotiating field, Deconstruction, Joint Construction, and Independent Construction). It
is worth noting that in this pedagogical model, Deconstruction does not refer to
postructural theory. Rather it refers to an introduction to the genre, a familiarization with
it. The students learn how the genre works to achieve its social purpose. Students develop
a metalanguage about the text and language. Examples of the phases are provided. The
approach relies on a focus on language, but not just language, but explicitness about how
language works to mean. This is the main message for educators subscribing to this type
of critical literacy.

Key words: Australian, Science, Pedagogical Model, Critical Literacy (text-based), In-service teacher training.
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Policy

Taking a text apart: a discourse analysis of a polemical article. In Discourse in Educational and Social Research. MacLure, M (2003). P. 69-79
Key words: textual analysis, intertextuality, text authority, discursive binaries, educational research UK,

WOODSIDE-JIRON, H. (in press). Language, power, and participation: Using critical discourse analysis to make sense of public policy. In R. Rogers (Ed.), New directions in critical discourse analysis: The role of language and learning in social transformation. Mahwah, NJ: Erlbaum. Explores deeper understandings of how specific texts, discourse practices, and social practices affect social arrangements, the naturalization of cultural models, and development of literate identities.
Key words: Fairclough’s model, text, No Child Left Behind, Discourse practice, Social practice, Instructional discourse, Regulative discourse, Pedagogical device.
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Political Discourse

Chilton, P. A. and C. Schäffner (2002). Politics as text and talk : analytic approaches to political discourse. Amsterdam ; Philadelphia, John Benjamins Pub. Co.
Treats politics and language as intimately related. The book provides a sample of some of the most prominent writers in the field. Introductory aiming at newcomers to the field.
Ch. 1 Introduction: Themes and Principles in the analysis of political discourse.

Part I deals with Institutions and Identities. Employment policy, parliamentary discourse, ceremonial text and talk (Functional pragmatic approach), fragmented identities: national identity (Wodak).

Part II is called Interaction and cognition.
ch. 7. Political discourse and political cognition (van Dijk’s ) 203-238
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Postcolonialism

Césaire, A. (1972). Discourse on colonialism. New York.

Fabian, J. (1986). Language and colonial power : the appropriation of Swahili in the former Belgian Congo, 1880-1938. Cambridge [Cambridgeshire] ; New York, Cambridge University Press.

Flowerdew, J. (1998). The final years of British Hong Kong : the discourse of colonial withdrawal. New York, St. Martin's Press.

The Rhetoric of Empire: Colonial Discourse in Journalism, Travel Writing, and Imperial Administration. Durham and London : Duke University Press, 1993. Third printing, 1996.
web page: http://www.unine.ch/anglais/PersonalPages/Spurr.htm

Pennycook, A. English and the discourses of colonialism. Routledge. 1998

Computer shop girls: An ethnographic study of gendered positionings in a vocational high school
Shaw, Leslie A.EdD. SCHOOL UNIVERSITY OF MASSACHUSETTS AMHERST
1998
http://wwwlib.umi.com/dissertations/fullcit/9909219

Re-visioning the peer conference: Critical language awareness and writing with eighth graders
by Cheevers, Nancy Anne, EdD
UNIVERSITY OF MASSACHUSETTS AMHERST, 1999, 383 pages
http://wwwlib.umi.com/dissertations/fullcit/9950141

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Boy, walk with a purpose: A postmodern study of the conversation between the discourses of secondary English education by Riendeau, Michael P., EdD
UNIVERSITY OF MASSACHUSETTS AMHERST, 2003, 198 pages
http://wwwlib.umi.com/dissertations/fullcit/3096310

Construction of social identities: An ethnographic study of Tibetan student discourses in higher education
by Dolma, Karma Choepel, EdD
UNIVERSITY OF MASSACHUSETTS AMHERST, 2001, 255 pages
http://wwwlib.umi.com/dissertations/fullcit/3012127

Positioning, power and the construction of knowledge in groupwork in a graduate second language teacher education course by Hawkins, Margaret Rita, EdD
UNIVERSITY OF MASSACHUSETTS AMHERST, 1997, 280 pages
http://wwwlib.umi.com/dissertations/fullcit/9809343

Bloome
La oficina: An ethnographic study of language and power in second grade peer play
by Forbes, Benjamin Channing, EdD
UNIVERSITY OF MASSACHUSETTS AMHERST, 1999, 300 pages
http://wwwlib.umi.com/dissertations/fullcit/9920602

A sociolinguistic investigation of talk and the construction of social identities in peer instructional writing groupsby Ludlam, David Edward, EdD
UNIVERSITY OF MASSACHUSETTS AMHERST, 1992, 415 pages
http://wwwlib.umi.com/dissertations/fullcit/9233094

Literate subjectivities, discursive practices and social structures: An extended case study of family literacy practices by Rogers, Rebecca L., PhD
STATE UNIVERSITY OF NEW YORK AT ALBANY, 2000, 307 pages
http://wwwlib.umi.com/dissertations/fullcit/9977595

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The intersection of language, power and international education: A critical discourse analysis of the International Baccalaureate Organization by Hahn, Anna Margaret, EdD
COLUMBIA UNIVERSITY TEACHERS COLLEGE, 2003, 159 pages
http://wwwlib.umi.com/dissertations/fullcit/3091253


The global and national rhetoric of educational reform and the practice of (in)equity in the Chilean higher education system (1981--1998) by Espinoza, Oscar German, EdD
UNIVERSITY OF PITTSBURGH, 2002, 422 pages
http://wwwlib.umi.com/dissertations/fullcit/3078839

Cultural diversity, ideology, and social control in higher education: Teach your children well
by Perusek, David Joseph, PhD
MICHIGAN STATE UNIVERSITY, 2002, 471 pages
http://wwwlib.umi.com/dissertations/fullcit/3075062

The corporatization of education: Education management organizations (EMOs) and public schools
by Pini, Monica Eva, PhD
THE UNIVERSITY OF NEW MEXICO, 2001, 225 pages
http://wwwlib.umi.com/dissertations/fullcit/3033965

Language, Intertextuality and subjectivity: voices and the construction of Consumer Femininity
by Talbot, Mary Margaret, PhD (construction of identiy in discourse)
LANCASTER UNIVERSITY (UNITED KINGDOM), 1990, 338 pages
http://wwwlib.umi.com/dissertations/fullcit/DX97634

WOODSIDE-JIRON, H. (2002). The language of politics and the politics of language: A critical discourse analysis of California Reading Policy. Unpublished doctoral dissertation, University at Albany-SUNY, New York.
http://wwwlib.umi.com/dissertations/fullcit/3058962

Citizenship
Fairclough, N., Simon Pardoe & Bron Szerszynski Critical discourse analysis and citizenship, to appear in A.Bora & H. Hausendorf (eds) Constructing Citizenship John Benjamins (for 2003)
http://www.cddc.vt.edu/host/lnc/lncarchive.html or here (only registered course members)

Gender
Allan, E. J. (2003). Constructing women’s status: Policy discourses of university women’s commission reports. Harvard Educational Review. Cambridge. Vol 73 (1). Pgs 44-74.
(Journal available in UMass not electronic)

LANGUAGE AND AGENCY.
Ahearn, Laura M.
Annual Review of Anthropology; 2001, Vol. 30 Issue 1,

This review describes and critiques some of the many ways agency has been conceptualized in the academy over the past few decades, focusing in particular on practice theorists such as Giddens, Bourdieu, de Certeau, Sahlins, and Ortner. For scholars interested in agency, it demonstrates the importance of looking closely at language and argues that the issues surrounding linguistic form and agency are relevant to anthropologists with widely divergent research agendas. Linguistic anthropologists have made significant contributions to the
understanding of agency as it emerges in discourse, and the final sections of this essay describe some of the most promising research in the study of language and gender, literacy practices, and the dialogic
construction of meaning and agency.
Full text here (course members only).

Gender difference and the production of subjectivity. In Wetherell, Taylor, and Yates 2001. p. 272-283
(Reserve).

Race
Baquedano-Lopez 2001 "Creating social identities through doctrina narratives" in A. Duranti (ed.) Linguistic anthropology: A reader (Blackwell) talks about ritualized construction of race and self in narrative.

Bean, T.W, K, Moni (2003). Developing students' critical literacy: Exploring identity construction in young adult fiction. Journal of Adolescent & Adult Literacy. Newark: Vol 46 (8), pg 638
.Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Ibrahim, A. "Becoming black: Rap and hip-hop, race, gender, identity, and the politics of ESL learning." TESOL Quarterly, 33 (3): 349-369. 1999.
(Journal available in UMass not electronic)

Applied Linguistics (2002 vol. 23/3) on microanalysis of classroom discourse edited by Zuengler and Mori. Full text available (contents in word folder)
http://www3.oup.co.uk/applij/contents.html

Gee, James et al. 2001 "Language, Class, and Identity: Teenagers Fashioning Themselves Through Language" in Linguistics and Education 12 (2): 175-194 has nice discussions on evaluative devices, modality, and motifs from interview data with teenagers about their lives and social issues. It relates the youths' habitus with their use of language and narrative construction of self and other.
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).
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Claire Kramsch 2000 "Social discursive construction of self in L2 learning" in James Lantolf (ed.) Sociocultural theory and second language learning (Oxford). It deals with concepts such as representation and enactment; mediation; voicing; emergence; double-voicing; ventriloquation.
In UMass Library

Race Ethnicity and Education, Vol. 6, No. 4, December 2003
Chicago School Policy: regulating Black and Latino youth in the global city
PAULINE LIPMAN
Depaul University, Chicago, IL, USA 60614 (email: plipman@depaul.edu) Full text

Don Kulick GAY AND LESBIAN LANGUAGE. Annual Review of Anthropology
October 2000, Vol. 29, pp. 243-285. Department of Social Anthropology, Stockholm University, Stockholm, 106 91 Sweden; e-mail: kulick@socant.su.se

Abstract. This review charts the history of research on "gay and lesbian language," detailing earlier concerns and showing how work of the 1980s and 1990s both grows out of and differs from previous scholarship. Through a critical analysis of key assumptions that guide research, this review argues that gay and lesbian language does not and cannot exist in the way it is widely imagined to do. The review concludes with the suggestion that scholars abandon the search for gay and lesbian language and move on to develop and refine concepts that permit the study of language and sexuality, and language and desire.
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Parker, Ian. 2003. Discursive resources in the Discourse Unit. Discourse Analysis Online, vol.1, no.1
Uses four key resources - Marxism, Feminism, Post-structuralism and Psychoanalysis - to attend to the construction of subjectivity in discourse, and to set forth a reflexive focus on the subjectivity of a researcher attempting to explicate patterns of ideology and power.
Full text http://www.shu.ac.uk/daol/previous/v1/n1/index.htm or here


Sarrroub, L (2004). Reframing for Decisions: Transforming talk about Literacy Assessment among Teachers and Researchers. Ch. 5 p. 97-116. In An introduction to CDA in Education. Edited by Rogers.
Uses microlinguistic and empirical analysis within an ethnographic description of teacher researcher talk and documents transformation of actors, reconstitution of previously agreed-on agendas, and shift of authority.
Key words: Elementary school, reframing, transformation. Positioning, Ethnographic description.

Wortham, S. (2000). Interactional positioning and narrative self-construction. Narrative Inquiry, 10, 157-184 (Journal available in UMass not electronic).
.
More articles

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Fairclough, N. Linguistic and intertextual analysis within DA. . In Jaworski, and Coupland.
The Discourse Reader (Reserve). 1999. p. 183-212

Taking a text apart: a discourse analysis of a polemical article. In Discourse in Educational and Social Research. MacLure, M (2003). P. 69-79 (Reserve)
Key words: textual analysis, intertextuality, text authority, discursive binaries, educational research UK,

Woodside-Jiron, H. Language, Power, and Participation: Using CDA to make sense of Public Policy. In An introduction to CDA in Education. Edited by Rogers.(Recommended book)
Explores deeper understandings of how specific texts, discourse practices, and social practices affect social arrangements, the naturalization of cultural models, and development of literate identities.
Key words: Fairclough’s model, text, No Child Left Behind, Discourse practice, Social practice, Instructional discourse, Regulative discourse, Pedagogical device.

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Critical discourse analysis and the study of reading and writing [REVIEW]
David Bloome, Susan Talwalkar. Reading Research Quarterly. Newark: Jan-Mar 1997. Vol. 32, Iss. 1; pg. 104, 9 pgs
Full text available through UMass e-journals: http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Fairclough, Norman to appear in R. Rogers (ed) New Directions in Critical Discourse Analysis: Semiotic Aspects of Social Transformation and Learning Erlbaum 2003e.
Full text http://www.ling.lancs.ac.uk/staff/norman/download.htm or here (only registered course members)

Meaning Construction

LANGUAGE AND AGENCY.
Ahearn, Laura M.
Annual Review of Anthropology; 2001, Vol. 30 Issue 1,

This review describes and critiques some of the many ways agency has been conceptualized in the academy over the past few decades, focusing in particular on practice theorists such as Giddens, Bourdieu, de Certeau, Sahlins, and Ortner. For scholars interested in agency, it demonstrates the importance of looking closely at language and argues that the issues surrounding linguistic form and agency are relevant to anthropologists with widely divergent research agendas. Linguistic anthropologists have made significant contributions to the
understanding of agency as it emerges in discourse, and the final sections of this essay describe some of the most promising research in the study of language and gender, literacy practices, and the dialogic
construction of meaning and agency.
Full text here (course members only).

Smagorinsky, P. (2001) If meaning is constructed, what is it made from? Toward a cultural theory of reading. Review of Educational Research. Vol.71 (1), 133-170.
Key Words: activity theory & cultural semiotics, meaning construction.
More on this article here

WHAT IS DIALOGISM? Aspects and elements of a dialogical approach to language, communication and cognition by Per Linell (2003)

...dialogism, as I understand it, while emphasising the linguistic, communicative and cognitive construction involved in the dialogical appropriation and recognition of the world, does not deny the reality of things (the body, nature, space, social constraints etc.). Meaning is dialogically constituted, made in dialogue (cognition and communication), with reference to the world and against the background of the world, which is then dialogically appropriated and dialogically recognised.
full text (course members only)

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Media Analyis

Wortham, S. & Locher, M. (1996). Voicing on the news: An analytic technique for studying media bias. Text, 16, 557-585.
Speakers often evaluate others, implicitly, while apparently speaking in a neutral way about them. This article develops an account of the textual devices speakers use to communicate such implicit messages. The account draws on Bakhtin's (1981 [1935]) concepts of 'voice' and; ventriloquation'. It systematizes these concepts, by proposing five specific textual devices that speakers use to convey implicit evaluations. This account is then applied to samples of discourse from network news political coverage, specifically coverage of the 1992 US presidential election. The five devices occur robustly in this discourse. Three networks' coverage of one campaign event is analyzed in detail to illustrate how newscasters orchestrate their implicit evaluations through skillful use of the five devices.

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Methodology

SFL and Corpus
Flowerdew, L. (2003). "A Combined Corpus and Systemic-Functional Analysis of the Problem-Solution Pattern in a Student and Professional Corpus of Technical Writing." Tesol Quarterly 37(3): 489-512.

• Language as Social Interaction. Schiffrin. Approaches to Discourse Ch. 12. 406-418
(Reserve). (to Relocate Accordingly).

Bakhtininan Approach
Read on Bakhtinian approach On Bakhtin, Dialogism, and his theory of Language

Kamberelis, George (2001) "Producing Heteroglossic Classroom (Micro)cultures Through Hybrid Discourse Practice" Linguistics and Education 2001/12(1): 85-125. The article shows a methodological blending of poststructuralist CDA and Interactional Sociolinguistics.
Key words: Bakhtinian Approach, authoritative/persuasive discourse, hybridity as a theoretical lens.
Full text available through UMass e-journals: http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Kamberelis George. Genre development and learning: Children writing stories, science reports, and poems. Research in the Teaching of English. Urbana: May 1999. Vol. 33, Iss. 4; pg. 403, 58 pgs
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Lesley Rex, Judith Green, Carol Dixon. Critical issues: What counts when context counts?: The uncommon "common" language of literacy research
Journal of Literacy Research. chicago: Sep 1998. Vol. 30, Iss. 3; pg. 405, 29 pgs
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Macbeth, D. (2003). Hugh Mehan's Learning Lessons reconsidered: On the differences between the naturalistic and critical analysis of classroom discourse.
American Educational Research Journal. Washington. Vol 40 (1), pg 239.
Journal in UMass (not electronic version)
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Mehta, S., P. Ninnes (2003). Postmodernism debates and comparative education: A critical discourse analysis. Comparative Education Review. Vol 47 (2). Pg 238.
http://www.journals.uchicago.edu/CER/journal/issues/v47n2/470205/470205.html

Valle, J.W. & E. Aponte (2002).. IDEA and collaboration: A Bakhtinian perspective on parent and professional discourse. Journal of Learning Disabilities. Austin: Vol 35 (5) 469- 480
Key words: Special Education, Positioning.
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Wertsch, James (2001) The multivoicedness of meaning. In Wetherell, M.; Taylor, S.; and Yates, S. (Eds). Discourse Theory and Practice: A reader. P. 222-235.
Uses Bakhtin notions of meaning as they inform Vygotskian approach to mediated action.

Ethnographic / Interpretative

All articles in Rogers, R. (2004). An introduction to critical discourse analysis in education. Mahwah, N.J., L. Erlbaum Associates.

• Example
  Reframing for Decisions: Transforming talk about Literacy Assessment among Teachers and Researchers. Ch. 5 p. 97-116. In An introduction to CDA in Education. Edited by Rogers.
  Uses microlinguistic and empirical analysis within an ethnographic description of teacher researcher talk and documents transformation of actors, reconstitution of previously agreed-on agendas, and shift of authority.
  Key words: Elementary school, reframing, transformation. Positioning, ethnographic description.
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Questions of Method and Reseach

Gee, J. P. and J. Green (1998). "Discourse Analysis, learning, and social practice. In P.D. Pearson. (Ed.)." Review of research in education: 119-169.
Paul Gee and Judith Green propose an approach they label Logic-of-inquiry that uses Discourse analysis in conjunction with Ethnography. They propose the conceptual framework to construct such a logic of inquiry in order to study learning as a sociocultural activity in social settings and in the community of practice where it is enacted.

Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).
Read full text (course members only).

MacLure, M (2003) p. 80-104.The fabrication of Research. In Discourse in Educational and Social Research.
Key words: Research as a rhetorical affair, textuality of research, Althusser, Realism in ethnography, Research paradoxes, classic realist, Intertextuality, voice, inside/outside,
The chapter explores the textuality of educational research. Like all textual practice, research is woven from the threads and traces of diverse discourses and genres. This implies that issues of power and authority will always return to construct research writing. There is no external, non textual point from which research knowledge can be grasped. There is no outside, not rhetoric point out of research. Indeed research is a fabrication.
This point is made through three ethnographic examples which are distant in space and time but rhetorically similar because they all use a classic realist mode of writing (omnipotent zoom effect) that seeks to establish boundaries and frames. These rhetorical devices do not reside in each individual passage; they repeat a familiar mode of representing the world (realism). Realism and its intertextual structure works to ‘interpellate’ a certain kind of reader and writer.

MacLure, M (2003). Ch. 6 P. 105-118.The threat of writing. In Discourse in Educational and Social Research.
It explores the ‘writtenness’ of research and interrogates metaphors of life-history research. It’s an invitation to accept ontological insecurity. Rather than trying to escape from the double bind of mastery and surrender, we could acknowledge the productive dilemma it creates for the researcher. Our accounts are always fabrications.
Key words: Textuality of research, double bind.

Titscher, Meyer, Wodak, and Vetter. Chp.3. How to obtain Material for Analysis- An overview. In Methods of Text and Discourse Analysis
Step by step kind of process. Addresses four research decisions (provides table on page 35).
Key words: Research decisions, Case studies.

Wetherell, M. Debates in Discourse Research. In Wetherell, Taylor, and Yates 2001. Ch. 27. 380-399. (Reserve).

Micro Macro Connections

Ellen Cushman. Critical literacy and institutional language. Research in the Teaching of English. Urbana: Feb 1999. Vol. 33, Iss. 3; pg. 245, 30 pgs
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Special issue in Applied Linguistics. Volume 23, Issue 3, September 2002
Microanalysis of Classroom Discourse. Journal in UMass (not electronic version)
See content details here
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Multimodality

Generation Txt? Exposing the sociolinguistics of young people's text-messaging
Crispin Thurlow
Editors: Simeon Yates and Susan Herring
(Sheffield Hallam University) (University of Indiana)
http://extra.shu.ac.uk/daol/previous/v1_n1.html

Introduction to Genre Theory
http://www.aber.ac.uk/media/Documents/intgenre/intgenre.html

Useful site with comprehensive and up to date resources on genre theory specifically as it relates to film criticism. Includes an appendix that depicts a taxonomy of genres, generic textual features of film and television, and references and suggested reading.

New Capitalism/Globalization

See Language in New Capitalism web page http://www.cddc.vt.edu/host/lnc/

Buefield-Burgos, R. (2000). "Globalization, Education, and Discourse Political Analysis: Ambiguity and accountability in research." International Journal of Qualitative Studies in Education 13(1): 1-24.
(retrireve article through ILL) or click here (only registered course members)

Fairclough, N. and P. Graham (2002). "Marx as a critical discourse analyst: the genesis of a critical method and its relevance to the critique of global capital." Estudios de Sociolinguistica 3: 185-229.
(retrireve article through ILL) or click here (only registered course members)

Fairclough, Norman(2003). Critical Discourse Analysis in Researching Language in the New Capitalism: Overdetermination, Transdisciplinarity and Textual Analysis
http://www.ling.lancs.ac.uk/staff/norman/download.htm or here (only registered course members)

Fairclough, N., Simon Pardoe & Bron Szerszynski Critical discourse analysis and citizenship, to appear in A.Bora & H. Hausendorf (eds) Constructing Citizenship John Benjamins (for 2003)
http://www.cddc.vt.edu/host/lnc/lncarchive.html or here (only registered course members)

JANE MULDERRIG Learning to labour: the discursive construction of social actors in New Labour’s education policy.Manuscript in Language in New Capitalism.
http://www.cddc.vt.edu/host/lnc/ or here (only registered course members)

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Policy

Stevens, L.P. (2003). Reading first: A critical policy analysis. The Reading Teacher. Newark. Vol 56 (7). Pg 662-669.
Journal in UMass (not electronic version)

Race Ethnicity and Education, Vol. 6, No. 4, December 2003
Chicago School Policy: regulating Black and Latino youth in the global city
PAULINE LIPMAN
Depaul University, Chicago, IL, USA 60614 (email: plipman@depaul.edu)

ABSTRACT
The author examines the relationship between accountability and militarization
of urban US schools and social and economic processes in cities. The focus is the role
of education policies in the production of inequality and racial oppression in the context of
a new geography of centrality and marginality in world cities. This analysis is developed
through a case study of Chicago school policy, which has been presented as a model for US
schools nationally. The analysis is grounded in critical policy scholarship and critical race
theory and draws on qualitative studies of four Chicago schools and system-wide data. It
is argued that Chicago’s policies serve to regulate and marginalize African American and
Latino youth and sort and discipline them for differentiated roles in the economy and the
city. It is also argued that these policies establish racialized social control through direct force
and internalized discipline. The author contends that in the new urban landscape,
education policies rooted in accountability and militarization reinforce patterns of racial
domination and help produce new, racist differentiations.
Full Text (only registered course members)

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Politics

Collins P. Storying Self and Others: The construction of narrative identity. Journal of Language and Politics, 2003, vol. 2, no. 2, pp. 243-264(22) Full text

Dyrberg T.B. Right/left in the context of new political frontiers: What's radical
politics today? Journal of Language and Politics, 2003, vol. 2, no. 2, pp. 333-360(28)
Full text

Inigo-Mora I.On the use of the personal pronoun we in communities. Journal of Language and Politics, 2004, vol. 3, no. 1, pp. 27-52(26)
Abstract
The purpose of this paper is to show the existing relationships between the concept of community and the linguistic forms used to convey or even to manipulate it. First of all, the limits and restrictions of any form of community will be defined. Second, one specific form of community will be selected for analysis. The community chosen will be the Parliamentary community, and the linguistic form singled out for study will be the first person plural pronoun “we”. We will try to discover any type of relationship between (a) the scope of reference of this personal pronoun and (b) the intentions of the person who uttered it. In this way, we can see whether there is any connection between personal identity (in terms of inclusion/exclusion from a group) and pronominal choice. This could also lead us to the discovery of any possible strategic use of this personal pronoun.
Keywords: community, linguistic forms, manipulation, parliament, personal identity, pronominal reference (retrireve article through ILL)

Triandafyllidou A.; Wodak R. Conceptual and methodological questions in the study of collective identity: An introduction Journal of Language and Politics, 2003, vol. 2, no. 2, pp. 205-223(19)
Abstract
Studying identity, be it ethnic, cultural, linguistic, national or regional, in the contemporary context becomes troublesome because the scholar is faced with a whole range of social and cultural forms that co-exist uncomfortably with existing definitions of social identity. Moreover, although identity has been a central concern in a number of disciplines during the past decades, there has been considerable disagreement regarding the methodological tools most suitable to study its formation and change. The aim of this Special Issue is to discuss the usefulness of the very concept as well as the main methodological tools suitable to analyse identity-related phenomena today. In this introductory chapter, we provide for a general definition of the concept and elaborate on recent theoretical and conceptual developments regarding the nature of identity in the sociological, discourse studies and social psychological literature. In the concluding section, we introduce the individual contributions presented in this issue. Keywords: discourse, methods, national identity, social identity
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For a comprehensive bibliography on Political Discourse Analysis see
http://www.discourse-in-society.org/biblio-pol-disc.htm

Positioning

Bomer & Laman (2004) “Ways people continually put on different selves and assign roles to other people.” Read more details here
IN LIBRARY

Bomer, R. & T Laman (2004) Positioning in a primary writing workshop: Joint action in the discursive production of writing subjects. Research in the Teaching of English. Vol 38 (4), 420-466.
Full text available at umass e-journals http://www1.tdnet.com/frames.asp
(Type name of journal and then look for full text article).

Hawkins, M. R. (1997). Positioning, power and the construction of knowledge in groupwork in a graduate second language teacher education course. Unpublished dissertation. University of Massachusetts. More
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Postcolonialism

John Flowerdew, City University of Hong Kong
Rhetorical strategies and identity politics in the discourse of colonial withdrawal

This paper studies the political rhetoric of a skilled exponent of the art of skilful use of the rhetorical tropes, Chris Patten, the last British colonial governor of Hong Kong, and shows how he used rhetorical weight to promote his political agenda. Detailed analysis of four segments of Patten’s political oratory, spread over the period of his five-year term of office, highlights his heavy use of the tropes of metaphor, antithesis, parallelism, actualisation, and the unities of time, place and action. The paper demonstrates how the use of these tropes related to Patten’s overall political goals and their manipulative nature within the context of his discursive construction of Britain’s imperial/national history and identity.
Keywords: actualization, antithesis, identity, identity politics, metaphor, national identity, parallelism, political rhetoric, rhetoric, the classical unities
In: Journal of Language and Politics 1:1. 2002. iv, 195 (pp. 149–180) (retrireve article through ILL)

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Discourse Analysis and Educational Policy

Ms Sng Bee Bee
A Critical Discourse Analysis of the Mission Statement of Education in Singapore
PAPER PRESENTATION FOR AARE 2001 CONFERENCE
2 - 6 December 2001
Full text