Critical discourse analysis in education

被引:0
|
作者
Moreno Mosquera, Emilce [1 ]
机构
[1] Pontificia Univ Javeriana, Fac Educ, Bogota, Colombia
来源
ZONA PROXIMA | 2016年 / 25卷
关键词
Critical discourse analysis; Education; Fairclough's Three-Dimensional Model;
D O I
暂无
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Critical discourse analysis (CDA) has become a promising field for educational research, insofar it allows to describe, to explain, and to analyze the relationship between language and educational issues such as educational policies, practices and discourses inside educational institutions and levels of education, and their connection with the capitalist economic system. In that sense, CDA is an explanatory field of the underlying ideologies of discourses and rhetorical and discursive devices to persuade. Likewise, it enables critical analysis about how educational policies and reforms are shaped by decisions of international agencies such as World Bank (WB), International Monetary Fund (IMF), World Trade Organization (WTO), Organization for Economic Cooperation and Development (OECD), Inter-American Development Bank (IDB), among others. This type of analysis involves identifying the assumptions, contradictions, hidden meanings, and how these policies are legitimized in education. In this article, I argue the importance of CDA in the understanding of discourses and practices that emerge from the educational field, in particular the theoretical and methodological framework proposed by Fairclough (1989, 1992, 1995, 2001, 2004).
引用
收藏
页码:129 / 148
页数:20
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