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Critical Discourse Analysis in Education

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Book cover Discourse and Education

Part of the book series: Encyclopedia of Language and Education ((ELE))

Abstract

CDA has evolved into a robust set of theoretical and methodological frameworks for studying language and power. Educational researchers have steadily turned to CDA. This chapter provides a consolidated overview of the state of CDA in education by drawing on a literature review that surveys 30 years of scholarship. It presents three interrelated qualities of research design that continue to be salient for literacy researchers using CDA: reflexivity, social action, and context. Each of these areas are discussed with examples of current empirical research. The conclusion reflects on the contributions CDA studies in educational research have made to the field’s understanding of texts, talk, and social environments that comprise learning environments. It also provides suggestions for future scholarship.

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Authors and Affiliations

  1. University of Missouri, St. Louis, MO, USA

    Rebecca Rogers

Authors
  1. Rebecca Rogers
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Correspondence to Rebecca Rogers .

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Editors and Affiliations

  1. Lynch School of Education, Boston College, Chestnut Hill, Massachusetts, USA

    Stanton Wortham

  2. Lynch School of Education, Boston College, Chestnut Hill, Massachusetts, USA

    Deoksoon Kim

  3. Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand

    Stephen May

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Rogers, R. (2017). Critical Discourse Analysis in Education. In: Wortham, S., Kim, D., May, S. (eds) Discourse and Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02243-7_3

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