The DOI matches its Crossref record; 157 of the 157 references it cites were found in a registry or an index.
Critical Discourse Analysis in Education: A Review of the Literature
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.
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Citations
Cites
Gender Trouble: Feminism and the Subversion of Identity
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The Presentation of Self in Everyday Life
Goffman, E. (2023) · Social Theory Re-Wired · doi:10.4324/9781003320609-59 · Cited by 17,562
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Cited by
Dooly, M., & Sadler, R. (2020) · ReCALL · doi:10.1017/s0958344019000107 · Cited by 71
Gender construction through textbooks: The case of an Ethiopian primary school English textbook
Gebregeorgis, M. Y. (2016) · Africa Education Review · doi:10.1080/18146627.2016.1224579 · Cited by 46
Reviewing institutional policies for electronic management of assessment
Voce, J. (2015) · Higher Education · doi:10.1007/s10734-014-9813-2 · Cited by 12
Metadata
- Authors
- Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & Joseph, G. O.
- Venue
- Review of Educational Research
- Published
- 2005-09
- Volume
- 75
- Issue
- 3
- Pages
- 365-416
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2131731949
- Cited by
- 640
- References
- 157
- FWCI
- 218.00
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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