O'Regan, JP; (2002) Knowledge, Discourse and Text: Critical Reading in Academic Contexts. In: Barron, C and Bruce, N, (eds.) Knowledge & Discourse 2: Speculating on Disciplinary Futures. An International Conference. University of Hong Kong: Hong Kong, China.

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Abstract

In this paper I wish to present a framework for the critical analysis of texts in the university classroom. The framework combines elements of critical and poststructuralist theory in providing a rationale for this type of textual analysis. The critical theory dimension draws upon the immanent criticism of the Frankfurt School and upon Habermas’s understanding of the public sphere as a site of discursivity. The poststructuralist dimension is influenced by some elements of Derridean deconstruction, as well as postmodern perspectives developed by Jameson, Rorty, Harvey and others. The paper has two main objectives. First, to demonstrate that the discourses of modernity and of postmodernity are not necessarily incompatible, especially when they are brought together over texts in the classroom, and second, to argue against a perceived closure of the university as a public sphere due to the increasing focus on transferable skills in the delivery of subject-based knowledge.

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