Title

Critical discourse analysis in education : a review of the literature

Document Type

Journal article

Source Publication

Review of Educational Research

Publication Date

2005

Volume

75

Issue

3

First Page

365

Last Page

416

Publisher

Sage Publications, Inc.

Keywords

critical discourse analysis, Critical Discourse Analysis, critical discourse studies, educational discourse

Abstract

During the past decade educational researchers increasingly have turned to Critical Discourse Analysis (CDA) as a set of approaches to answer questions about the relationships between language and society. In this article the authors review the findings of their literature review of CDA in educational research. The findings proceed in the following manner: the multiple ways in which CDA has been defined, the theories of language included in CDA frameworks, the relationship of CDA and context, the question of methods, and issues of reflexivity. The findings illustrate that as educational researchers bring CDA frameworks into educational contexts, they are reshaping the boundaries of CDA.

DOI

10.3102/00346543075003365

Print ISSN

00346543

E-ISSN

19351046

Publisher Statement

Copyright © 2005 Sage Publications, Inc. Access to external full text or publisher's version may require subscription.

Full-text Version

Publisher’s Version

Recommended Citation

Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & Joseph, G. O. G. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365-416. doi: 10.3102/00346543075003365 https://www.scopus.com/inward/record.uri?eid=2-s2.0-26644441434&partnerID=40&md5=0a9cc08df78f0f1a59e3976883611482