Download Critical Discourse Analysis: The Critical Study of Language by Norman Fairclough PDF

By Norman Fairclough

Bringing jointly papers written by means of Norman Fairclough over a 25 yr interval, Critical Discourse Analysis represents a finished and critical contribution to the improvement of this renowned box.


The booklet is split into seven sections protecting the next topics:


  • language with regards to ideology and power
  • discourse in tactics of social and cultural swap
  • dialectics of discourse, dialectical kinfolk among discourse and different moments of social life
  • methodology of serious discourse research learn
  • analysis of political discourse
  • discourse in globalisation and ‘transition’
  • critical language expertise in schooling


The new version has been broadly revised and enlarged to incorporate a complete of twenty papers. it will likely be of price to researchers within the topic and may end up crucial interpreting for complicated undergraduate and postgraduate scholars in Linguistics and different parts of social technology.



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Extra info for Critical Discourse Analysis: The Critical Study of Language

Example text

Background knowledge 7 My primary contention in this sub-section is that the undifferentiated concept of BGK which has such wide currency in descriptive discourse analysis places discourse analysis in the position of ('uncritically') reproducing certain ideological effects. 44 LANGUAGE, IDEOLOGY AND POWER The concept of BGK reduces diverse aspects of the 'backgrounded material' which is drawn upon in interaction - beliefs, values, ideologies, as well as knowledge properly so called - to 'knowledge'.

We may usefully distinguish various facets of the subject (either 'institutional' or 'social'), and talk of 'economic', 'political', 'ideological' and 'discoursal' subjects. What I have been suggesting above can be summed up by saying that institutions construct their ideological and discoursal subjects; they construct them in the sense that they impose ideological and discoursal constraints upon them as a condition for qualifying them to act as subjects. e. things such as learning and teaching) like a teacher.

Descriptive work in discourse analysis tends to share other characteris­ tics which can be seen as following from its at best limited explanatory goals. These include a reliance upon the concept of 'background knowledge', adoption of a 'goal-driven' local explanatory model, and neglect of power in discourse and, to an extent, status; all of these· are discussed below. I shall refer for convenience to 'a descriptive approach' which has these characteristics in addition to descriptive goals in the above sense, but this is to be understood as a generalized characteriza­ tion of a tendency within discourse analysis and not as a characterization of the work of any particular discourse analyst.

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