A Faircloughian approach to CDA: principled eclecticism or a method searching for a theory?

Henderson, Robyn (2005) A Faircloughian approach to CDA: principled eclecticism or a method searching for a theory? Critical Studies in Education, 46 (2). pp. 9-24. ISSN 0076-6275

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[Abstract]: For researchers wanting to take up critical discourse analysis as an analytical tool, Norman Fairclough’s (1989) early work provided a step-by-step approach that he called ‘a guide not a blueprint.’ In response to calls for a more explicit theoretical justification, Chouliaraki and Fairclough (1999) attempted to theoretically ‘ground’ CDA and to spell out its underpinning theories ‘explicitly and systematically’. Their recommendation for a ‘shifting synthesis’ of theoretical sources, however, has been criticised, raising significant questions about the extent to which this work is method-driven and theoretically-framed. This paper explores some of the issues, considerations and advantages that surfaced as the author drew on a Faircloughian approach to CDA, its theory and method in researching literacy learning.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: This is the authors' final pre-publication version. Deposited in accordance with the copyright policy of the publisher of the time.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Oct 2007 01:08
Last Modified: 02 Jul 2013 22:44
Uncontrolled Keywords: critical discourse analysis, discourse, analytical method
Fields of Research : 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
URI: http://eprints.usq.edu.au/id/eprint/2489

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