مقایسهٔ روش‌ها

	تحلیل انتقادی برنامه درسی (Critical Curriculum Analysis)	تحلیل گفتمان انتقادی
حوزه	روش‌های میدانی	کیفی
خانواده	Process / pipeline	Process / pipeline
سال پیدایش	1970s–1980s	Late 1970s–1990s (systematised ~1979–1995)
پدیدآور	Michael W. Apple; Henry A. Giroux; Paulo Freire (critical pedagogy foundations)	Norman Fairclough; Teun A. van Dijk; Ruth Wodak
نوع	Critical qualitative research approach	Qualitative research method
منبع بنیادین	Apple, M. W. (1979). Ideology and Curriculum. Routledge & Kegan Paul. ISBN: 978-0415909242	Fairclough, N. (1992). Discourse and Social Change. Polity Press.
نام‌های دیگر	CCA, critical curriculum inquiry, critical curriculum critique, curriculum critique	CDA, Critical Linguistics, Discourse-Historical Approach, Dialectical-Relational Analysis
مرتبط	5	6
خلاصه	Critical curriculum analysis examines educational curricula — their content, organisation, and underlying assumptions — through a critical theory lens. Drawing on the work of Apple, Giroux, and Freire, it asks whose knowledge counts, whose interests the curriculum serves, and how schooling reproduces or challenges social inequalities. Rather than treating curriculum as neutral, it treats it as an ideologically saturated artifact shaped by relations of power, race, class, and gender.	Critical Discourse Analysis (CDA) is a qualitative method that examines how language in texts and talk constructs, sustains, and challenges relations of power, ideology, and social inequality. Drawing on linguistics, social theory, and critical philosophy, CDA treats discourse not merely as communication but as social practice — a site where dominance is reproduced and where resistance can be articulated. Developed in the late twentieth century by Norman Fairclough, Teun van Dijk, and Ruth Wodak, among others, CDA is applied to political speeches, media texts, policy documents, educational materials, and institutional interactions.