AoPD Group 2 - CDA in Education

INTRODUCTION TO
CDA
IN EDUCATION
USWATUN HASANAH
YULANDHA SEKAR TITANIA
NITA MAGHFIRATUL JANNAH
During the past decade, education researchers have turned the CDA as an approach to
answering questions about the relationship between language and society.
The educational issues include: documents, speeches, interaction in classroom, informal
sites of learning, and across the lifespan.
In the context of education research, we have seen a shift from the analysis of written texts
to the analysis of spoken texts.
Critical Discourse Analysis (CDA) is a field that is used to analyze the written and spoken texts to
explore the discursive sources of power, dominance inequality and bias. CDA stemmed out from
Critical Linguistics (CL). CL and CDA may be defined as fundamentally interested in analyzing
opaque as well as transparent structural relationships of dominance, discrimination, power and control
as manifested in language
CDA AIMS TO
1. systematically explore often opaque relationships of causality and determination between

discursive practices, events, and texts, and wider social and cultural structures, relations, and
processes.
2. investigate critically social inequality as it is expressed, signaled, constituted, legitimized etc by

language use (or in discourse).
CDA is not only analysis of dialectical relationships between discourses (including language) but also
forms of Semiosis e.g. body language or visual images and other elements of social practices. CDA is
an approach, research methodology and tool that aims at exploring the relationships between
discourse practices, social practices and social structure, connections that could be opaque in nature.
CDA MODELS :
VanDjik (Socio-Cognitive Model)

Wodak (Discourse Socio- Linguistic)
Kress and Leeuwen (Social Semiotics Model)

Fairclough CDA Model
PRINCIPLES OF CDA
• Language is a social practice through which the world is represented.
• Discourse use a form of social practice in itself and signifies other social practices such exercise of power, domination,
prejudice, resistance etc.
• Texts acquire their meanings by dialectical relationship between text and social subjects, writers and readers.
• Linguistic features and structures are not arbitrary.
• Power relations are produced, exercised, and reproduced through discourse.
• Discourse is historical in the sense that texts attain their meanings by existing in specific social. Cultural and ideological
contexts, time and space.
• CDA not only interprets texts abut explains them also. h- All speakers and writers work in specific discursive practices
stemming from special interests and aims.
DIFFERENCE BETWEEN TRADITIONAL DISCOURSE ANALYSIS AND CDA
Discourse analysis that adopts a critical perspective is what sets critical discourse analysis apart from
traditional discourse analysis. As an approach, CDA allows us to investigate how discourses shape the
world in which we live. It can be thought of as a subset of critical scholarship. Because of its positive
nature, discourses in social and societal contexts really (re-)produce knowledge, culture, identities,
subjectivities, and power relations.
CDA AS RESEARCH METHODOLOGY
• Research in Higher Education

• CDA and Critical Pedagogy
• CDA and Media
CDA ALIGNS ITSELF WITH THE TRADITION IN ATTENDING TO PURPOSE, SITUATION,
GENRE, DICTION, STYLE, AND OTHER RHETORICAL VARIABLES BUT ALSO
SUPPLEMENTS IT IN NUMBER OF WAYS:
a) CDA grounds its analysis in both quantitative and qualitative attention to linguistic details
b) It routinely engages texts that reflect inequality or other abuses of power.
c) It is always critical and explanatory.

d) It is eclectic, drawing a variety of scholarly disciplines, concepts, and research methods.
e) It takes into accounts textual silence, ambiguities and other cover but powerful discourses.
f) It tries to minimize the use of academic jargon and makes use of multiple texts.
HOWEVER, CDA IS OFTEN CRITIQUED AROUND THE FOLLOWING DIMENSIONS:
1. Political and Social ideologies are projected onto the data rather than being reveled through the
data.
2. There is an unequal balance between social theory and linguistic method.
3. Many discourse analyses are extracted from social contexts.
4. This methodology is not systematic
CONCLUSION
CDA in education is multidisciplinary approach that is being widely applied to explore the link
between the educational practices and social contexts. The existing theories, approaches to curriculum
as well as teaching strategies essentially help the teachers to innovate their professional practice of
teaching. In order to execute their professional practices, teachers need to acquire ample knowledge
and many skills.
THANK YOU

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INTRODUCTION TO

1. systematically explore often opaque relationships of causality and determination between

2. investigate critically social inequality as it is expressed, signaled, constituted, legitimized etc by

VanDjik (Socio-Cognitive Model)

Kress and Leeuwen (Social Semiotics Model)

• Language is a social practice through which the world is represented.

• Linguistic features and structures are not arbitrary.

• Power relations are produced, exercised, and reproduced through discourse.

• Research in Higher Education

c) It is always critical and explanatory.

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