Abstract
Critical Discourse Theory and its elements, discourse, language, power, ideology, subject positioning, struggle and discursive practice, allow a critical understanding of the issues of the working of power and its contestation, and the processes of inclusion and exclusion from social contexts such as mathematics classrooms. Critical Discourse Analysis as a method brings together the theoretical understandings of critical discourse theory to analyse social contexts as well as the language of research participants’ accounts. It enables an understanding of how power, discourse, and ideology are realised in accounts about mathematics learning in middle years secondary classrooms and in a Youth Reconnected Program at one Technical and Further Education Institute.
Highlights
Schools and teachers play a critical role in developing fully the talents and capacities of all students (Education Council, 2014)
Critical Discourse Analysis as a method brings together the theoretical understandings of critical discourse theory to analyse social contexts as well as the language of research participants’ accounts. It enables an understanding of how power, discourse, and ideology are realised in accounts about mathematics learning in middle years secondary classrooms and in a Youth Reconnected Program at one Technical and Further Education Institute
The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century (Education Council, 2014) emphasizes the need for schools to foster the pursuit of excellence and safeguard the entitlement of all young people to high quality schooling
Summary
Schools and teachers play a critical role in developing fully the talents and capacities of all students (Education Council, 2014). The study from which this paper draws, examined Technical and Further Education (TAFE) enrolled students’ accounts to explore their experiences of mathematics learning in middle secondary school and at a TAFE Institute in Queensland Australia. It drew together critical discourse theory and analysis (Chouliaraki & Fairclough, 1999; Fairclough, 2001), to undertake this task. As far as can be ascertained, this articulation has not previously been developed in mathematics education Insofar as it opens up understandings of the processes underlying student success or failure in mathematics learning, it provided a further justification and significance for the study. The paper does not focus on the larger complexities of the study, rather it aims to show how critical discourse theory and CDA were used, drawing on excerpts from interview data
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