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Critical Discourse Analysis: A Sample Study of Extremism

O'Regan, JP; Betzel, A; (2015) Critical Discourse Analysis: A Sample Study of Extremism. In: Research Methods in Intercultural Communication: A Practical Guide. (pp. 281-296). Wiley: Malden, MA, US. Green open access

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Abstract

This chapter takes a broad view of critical discourse analysis (CDA) which highlights how there are different avenues into the critical analysis of discourse, and not always with the same understandings or objectives. It outlines the main parameters of interest and debate and provides a particular model of CDA and offers an illustrative sample of analysis. The chapter provides the discussion of discourses of extremism and multiculturalism within an interdiscourse approach to intercultural communication which set(s) aside any a priori notions of group membership and identity and appeals to a legitimating authority in Islamist discourse include religious references. The dialectical-relational approach is greatly influenced by the philosophy of critical realism and works according to a realist ontology. The most ubiquitous features of the discourses of extremism and multiculturalism are the appeal to identity and pervasive self/other dichotomies.

Type: Book chapter
Title: Critical Discourse Analysis: A Sample Study of Extremism
ISBN-13: 9781118837467
Open access status: An open access version is available from UCL Discovery
DOI: 10.1002/9781119166283.ch19
Publisher version: https://doi.org/10.1002/9781119166283.ch19
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
Keywords: Critical Discourse Analysis, Extremism, Islamism, White Supremacism, Muliticulturalism, Intercultural Communication
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1475832
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