An Introduction to Critical Discourse Analysis in Education Accessible yet theoretically rich, this landmark text introduces key concepts and issues in critical discourse analysis and situates these within the field of educational research. The book invites readers to consider the theories and methods of three major traditions in critical discourse studies—discourse analysis, critical discourse analysis, and multimodal discourse analysis— through the empirical work of leading scholars in the field. Beyond providing a useful overview, it contextualizes CDA in a wide range of learning environments and identifies how CDA can shed new insights on learning and social change. Detailed analytic procedures are included—to demystify the process of conducting CDA, to invite conversations about issues of trustworthiness of interpretations and their value to educational contexts, and to encourage researchers to build on the scholarship in critical discourse studies. New in the Second Edition: This edition features a new structure organized around three traditions in CDA: Discourse Analysis, Critical Discourse Analysis, Multimodal Discourse Analysis; a touchstone chapter in each section by a recognized expert in the approach/theory (James Paul Gee, Norman Fairclough, Gunther Kress); and a stronger international focus on both theories and methods. Companion Website: Designed to extend inquiry, exploration, and dialogue beyond the chapters in the book, the website includes: • Chapter Extensions • Interviews with James Gee, Norman Fairclough and Gunther Kress, the leading scholars in each of the approaches highlighted in the book • Four 15-minute Videos featuring many of the leading scholars in critical discourse studies • Bibliographies organized by further reading, subject (research area), and object (data source), with links between the bibliographic areas for ease of cross-referencing between studies • Resources for Teaching Critical Discourse Analysis (websites, discussion questions, and more) Rebecca Rogers is Associate Professor of Literacy Studies in the College of Education at the University of Missouri-St. Louis. An Introduction to Critical Discourse Analysis in Education Second Edition Rebecca Rogers University of Missouri-St. Louis First edition published 2004 by Lawrence Erlbaum Associates, Inc. This edition published 2011 by Routledge 270 Madison Avenue, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2011. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2004 Lawrence Erlbaum Associates, Inc. © 2011 Taylor & Francis The right of the editor to be identified as the author of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Rogers, Rebecca. An introduction to critical discourse analysis in education / Rebecca Rogers, [editor].— 2nd ed. p. cm. 1. Interaction analysis in education. 2. Critical discourse analysis. 3. Learning. I. Title. LB1034.R65 2011 370.1'4—dc22 2010032254 ISBN 0-203-83614-6 Master e-book ISBN ISBN 13: 978–0–415–87428–1 (hbk) ISBN 13: 978–0–415–87429–8 (pbk) ISBN 13: 978–0–203–83614–9 (ebk) This book is dedicated to my husband, Michael Mancini, with all of my love. Contents Foreword ix JAMES COLLINS Preface xv Acknowledgments xxviii 1 Critical Approaches to Discourse Analysis in Educational Research 1 REBECCA ROGERS PART I Discourse Analysis 21 2 Discourse Analysis: What Makes it Critical? 23 JAMES PAUL GEE 3 Narratives of Exclusion and the Construction of the Self 46 GUADALUPE LÓPEZ-BONILLA 4 A Critical Discourse Analysis of Neocolonialism in Patricia McCormick’s Sold 68 MANIKA SUBI LAKSHMANAN 5 Figured Worlds and Discourses of Masculinity: Being a Boy in a Literacy Classroom 93 JOSEPHINE MARSH AND JAYNE C. LAMMERS PART II Critical Discourse Analysis 117 6 Semiotic Aspects of Social Transformation and Learning 119 NORMAN FAIRCLOUGH viii Contents 7 Learning as Social Interaction: Interdiscursivity in a Teacher and Researcher Study Group 128 CYNTHIA LEWIS AND JEAN KETTER 8 Language, Power, and Participation: Using Critical Discourse Analysis to Make Sense of Public Policy 154 HALEY WOODSIDE-JIRON 9 Locating the Role of the Critical Discourse Analyst 183 LISA PATEL STEVENS PART III Multimodal Discourse Analysis 203 10 Discourse Analysis and Education: A Multimodal Social Semiotic Approach 205 GUNTHER KRESS 11 Discourse in Activity and Activity as Discourse 227 SHAWN ROWE 12 Mapping Modes in Children’s Play and Design: An Action-oriented Approach to Critical Multimodal Analysis 242 KAREN E. WOHLWEND 13 The Discourses of Educational Management Organizations: A Political Design 267 MÓNICA PINI About the Authors 292 Index 296 Foreword: Introduction to Critical Discourse Analysis in Education, Second Edition The first edition of this excellent volume came out in 2004, as the US invested further in what would become a protracted war in Iraq, led by then President George W. Bush, whose administration is also notable for having early on pushed through legislation called No Child Left Behind, which greatly increased federal oversight of public education. The second edition comes to us well into the Presidency of Barack Obama. Deemed in the media a “reluctant war- rior,” this president seems to have ended the U.S. military war in Iraq, but his administration grapples with an ongoing economic recession, and it continues the neoliberal education policies of the Bush administration. Now relabeled The Race to the Top, like NCLB, these policies rely heavily on market-driven “reform” and standardized assessment for students, teachers, and schools, and encourage the further privatization of public education (Nussbaum, 2010; Ravitch 2010; Woodside-Jiron, this volume). These political and economic developments and policy continuities provide a sharp reminder that we live in an era of globalized economic interconnectivity, increasing economic inequali- ties, and growing cultural and political divisions, within and between nations. It is also a time in which debates about education have achieved an unparalleled public salience. The past decades of political and economic volatility have been a time in which questions of learning, identity, and power have become densely inter- twined (Castells, 1999). In addition, the broader intellectual climate of our era—so-called late or postmodernity—is one of ongoing critique and uncer- tainty about the bases for knowledge and the grounds for effective action. One result has been a reconsideration of the relation between knowledge and action. As both social analysts and social actors feel the need to grapple with greater complexity, under conditions of greater uncertainty, they do so with an increasing sense of ethical commitments. What can I/we do both to understand and to change the world? How do I “apply” my research? These are insistent questions in education research as well as a range of traditional academic disci- plines (Bauman, 1997). At a time of crises, when the general theories and “reli- able” methodologies of decades past no longer seem adequate to understanding our globalized, diversified circumstances, when optimism about solutions to social problems is on the wane (Rorty, 1989), it is easy to understand the search x Foreword for critical perspectives. As presented in this volume, that search is for views, concepts, and ways of inquiring that offer some purchase on broad questions of power while also permitting study of particulars, the situated activities and events in which life and learning occur. Concern with critique of social injustice, often focused on educational top- ics, if not educational sites per se, has a reasonable pedigree in sociolinguis- tics and linguistic anthropology. A founder of quantitative sociolinguistics, Labov (1972) wrote a scathing critique in the late 1960s of the then-prevalent notion that nonstandard speakers were somehow linguistically deficient; and Gumperz and Hymes, founding figures in the “ethnography of communica- tion” paradigm, were writing from the 1970s onward about how language dif- ference interacted with social inequalities, in school and non-school settings (Cazden, Hymes, & John, 1970; Gumperz, 1986; Gumperz & Hymes, 1986; Hymes, 1980). What distinguishes the chapters in this collection, as well as other work discussed below, is that groups of researchers are now taking up a common set of goals. Most broadly they seek to combine systematic analysis of language and other sign modes, ethnographic grounding, and social theory engagements in order to develop studies of education which are also inquiries into contemporary life: how we engage each other; learn in groups; develop