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dc.contributor.authorSmith, Karen
dc.contributor.editorTight, Malcolm
dc.contributor.editorHuisman, Jeroen
dc.identifier.citationSmith , K 2013 , Critical discourse analysis and higher education research . in M Tight & J Huisman (eds) , Theory and Method in Higher Education Research . International Perspectives on Higher Education Research , vol. 9 , Emerald , Bingley , pp. 61-79 .
dc.identifier.otherPURE: 8338580
dc.identifier.otherPURE UUID: 326b9b26-7772-4570-a059-0a9d4f6f2af8
dc.identifier.otherScopus: 84888139309
dc.description.abstractThis chapter explores the use of critical discourse analysis (CDA) within higher education research. CDA is an approach to studying language and its relation to power, ideology and inequality. Within CDA, texts are not analysed in isolation, but as part of the institutional and discoursal practices in which they are embedded. Within the broad field of educational research, CDA has been increasingly used to explore the relationship between language and society; higher education research appears to be experiencing a similar turn to CDA. The chapter begins with an overview of CDA, outlining its origins, and discussing its position as both a theory and a method. A review of CDA-related higher education research follows. The review aims to show the scope and potential of CDA in the study of higher education. The chapter closes with recommendations for future work to develop and extend the use of CDA within higher education researchen
dc.relation.ispartofTheory and Method in Higher Education Research
dc.relation.ispartofseriesInternational Perspectives on Higher Education Research
dc.titleCritical discourse analysis and higher education researchen
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Education

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