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A Critical Discourse Analysis of Developing the Curriculum Cymreig: the Language of Learning Welshness

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A Critical Discourse Analysis of Developing the Curriculum Cymreig: the Language of Learning Welshness MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Kevin J Smith Candidate for the Degree: Doctor of Philosophy Dr. Denise Taliaferro­Baszile, Director Dr. Richard Quantz, Reader Dr. Kathleen Knight­Abowitz, Reader Dr. Sherrill Sellers, Graduate School Representative ABSTRACT A CRITICAL DISCOURSE ANALYSIS OF DEVELOPING THE CURRICULUM CYMREIG: THE LANGUAGE OF LEARNING WELSHNESS By Kevin J Smith In this study, I conduct a critical discourse analysis of Developing the Curriculum Cymreig, a document published by the Welsh Assembly Government in 2003 that provides guidance to schools for the implementation of a distinctively Welsh curriculum. In this study, I ask the following questions: In what ways does the text establish its authority position in regard to its representations of Welshness? and In what ways does the text represent Welshness? The purpose of this analysis is to investigate how ideology is used in manufacturing consent regarding the representation of Welshness, and to “denaturalize” commonsensical assumptions embedded within these representations. This study accomplishes this by analyzing the organizational features of the text and its linguistic and grammatical elements. Particular attention is given to the relational, expressive, and experiential values contained within the text. From this analysis, cogent themes regarding the representation of Welshness were identified and interpreted. The implications of this research are then discussed within the framework of critical pedagogy, wherein the importance of critical thought and political literacy are featured as necessary elements in all stages of curriculum development and implementation. A CRITICAL DISCOURSE ANALYSIS OF DEVELOPING THE CURRICULUM CYMREIG: The Language of Learning Welshness A DISSERTATION Submitted to the Faculty of Miami University in partial fulfillment of the requirements For the degree of Doctor of Philosophy Department of Educational Leadership by Kevin J Smith Miami University Oxford, Ohio 2010 Dissertation Director: Dr. Denise Taliaferro­Baszile TABLE OF CONTENTS Dedication.............................................................................................................................v Acknowledgements ............................................................................................................. vi Preface ..................................................................................................................................1 Journey to the Question ................................................................................................................2 Research Interest ..........................................................................................................................5 CHAPTER 1: INTRODUCTION ..........................................................................................7 Literature Review..........................................................................................................................8 Academic Studies and Welshness..................................................................................................9 Introducing the Curriculum Cymreig............................................................................................ 12 Methodology............................................................................................................................... 13 Methods ..................................................................................................................................... 17 Selection of Text...................................................................................................................... 17 Data Analysis........................................................................................................................... 17 Unit of Analysis........................................................................................................................ 19 Data Units ............................................................................................................................... 19 Descriptive Dimension (Coding)............................................................................................... 19 Interpretive and Explanatory Dimensions (Analysis)................................................................. 20 Final Analysis........................................................................................................................... 20 Limitations and Potential Benefits ............................................................................................... 21 Overview of Study....................................................................................................................... 22 CHAPTER 2: A BRIEF HISTORY OF EDUCATION IN WALES.....................................24 Early History & the Medieval Ages........................................................................................... 26 Rebellion, Reformation, and Renaissance ................................................................................ 28 The Acts of Union and Cymraeg in Schools............................................................................... 32 Philanthropy & Nonconformity................................................................................................ 34 Treason in Victorian Times....................................................................................................... 37 Contemporary Wales & Y Cwricwlwm Cymreig ........................................................................ 43 CHAPTER 3: FINDINGS AND ANALYSIS ......................................................................49 General Description and Interpretation of Developing the Curriculum Cymreig........................... 50 Formatting .............................................................................................................................. 51 Foregrounding......................................................................................................................... 52 Framing................................................................................................................................... 60 Establishing Authority.............................................................................................................. 62 Formal Language ..................................................................................................................... 62 Modality.................................................................................................................................. 63 Linkages .................................................................................................................................. 65 Interactional Conventions........................................................................................................ 67 Theoretical and Representative Treatments of Welshness in the Text ......................................... 68 Theoretical Framing of Welshness........................................................................................... 68 How does the text represent Welshness?................................................................................ 76 The Distinctiveness of Welshness ............................................................................................ 78 Representations of Experiencing Welshness................................................................................ 79 Guidance................................................................................................................................. 80 Case Studies ............................................................................................................................ 84 ii Theme 1: Identifying Welshness through Experiencing Traditional Arts ................................... 85 Theme 2: Identifying Welshness through Experiencing Geography .......................................... 86 Theme 3: Identifying Welshness through Experiencing History ................................................ 89 Theme 4: Identifying Welshness through Experiencing Work and Play..................................... 93 Theme 5: Identifying Welshness through Experiencing Cymraeg.............................................. 96 CHAPTER 4: Discussion of Findings..................................................................................99 When Was Wales? .................................................................................................................... 100 Producing Welshness ................................................................................................................ 103 Producing a Nation.................................................................................................................... 105 CHAPTER 5: IMPLICATIONS OF THE STUDY............................................................109 Critical Pedagogy and the Curriculum Cymreig .......................................................................... 111 Revisiting Limitations................................................................................................................. 117 Future Research ........................................................................................................................ 119 Conclusion................................................................................................................................
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