Document Type

Article

Publication Date

2019

Publication Source

International Journal of Qualitative Studies in Education

Abstract

This manuscript describes an approach to critical qualitative data analysis that combines (1) Carspecken’s critical qualitative methodological framework (1996; 2012) with (2) the conceptual resources of critical discourse analysis (CDA), as framed by Fairclough (2003, 2016) and colleagues (Chouliaraki & Fairclough, 1999; Fairclough & Wodak, 1997). Carspecken’s methodological theory illuminates the connection between sociopolitical power and culture by introducing the content of validity claims into analysis of discourse. In turn, CDA helps to support the analysis of validity claims in that these are often expressed or legitimated through implicit references, and through the rhetoric, shape, or tone of what is being said. After an introduction of key concepts, I outline the combined approach and present an example, illustrating steps from coding to reconstructive analyses to CDA memos. I conclude with a discussion of the kinds of findings that can be supported by this analytical method, and implications for further research.

ISBN/ISSN

0951-8398

Document Version

Postprint

Comments

The document available for download (following a publisher-required embargo) is the author's accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file.

Publisher

Taylor and Francis

Peer Reviewed

yes

Keywords

critical qualitative research, discourse analysis, qualitative data analysis, educational equity, research methodology

Embargoed until Tuesday, September 01, 2020


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