Hjelm, T; (2013) Empowering discourse: discourse analysis as method and practice in the sociology classroom. Teaching in Higher Education , 18 (8) pp. 871-882. 10.1080/13562517.2013.795940.

Preview

PDF 10.1080-13562517.2013.795940.pdf Download (123kB)

Abstract

Collaborative learning and critical pedagogy are widely recognized as ‘empowering’ pedagogies for higher education. Yet, the practical implementation of both has a mixed record. The question, then, is: How could collaborative and critical pedagogies be empowered themselves? This paper makes a primarily theoretical case for discourse analysis (DA) as a form of classroom practice that provides a structured framework for collaborative and critical pedagogies in higher education, with a special reference to sociology classroom practice. I develop a tripartite scheme for building a framework for sociological imagination that is, first, sensitive to the discursive aspects of social reality (learning about DA). Second, I illustrate the use of DA as pedagogical tool and classroom practice (learning with DA). Third, I discuss how discourse analytical ideas can be used in evaluating classroom interaction and how these reflexive insights can be used to enhance student empowerment (learning through DA).

Download activity - last month

Export as XMLJSONCSV

Download activity - last 12 months

Export as CSVJSONXML

Downloads by country - last 12 months

Export as CSVXMLJSON

Archive Staff Only

View Item