Comparer des méthodes

	Recherche-action critique en éducation	Analyse critique du discours
Domaine	Méthodes de terrain	Qualitatif
Famille	Process / pipeline	Process / pipeline
Année d'origine	1986	Late 1970s–1990s (systematised ~1979–1995)
Auteur d'origine	Wilfred Carr & Stephen Kemmis	Norman Fairclough; Teun A. van Dijk; Ruth Wodak
Type	Qualitative participatory research design	Qualitative research method
Source fondatrice	Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. Falmer Press. ISBN: 978-1850000235	Fairclough, N. (1992). Discourse and Social Change. Polity Press.
Alias	critical-emancipatory action research, CEAR, critical participatory action research in education, emancipatory educational inquiry	CDA, Critical Linguistics, Discourse-Historical Approach, Dialectical-Relational Analysis
Apparentées	4	6
Résumé	Critical educational action research is a cyclical, participatory research design in which educators collaboratively examine and transform their own practice through iterative cycles of planning, action, observation, and critical reflection. Grounded in critical theory, it goes beyond improving techniques to questioning the social, institutional, and ideological conditions that shape educational practice, aiming at emancipation from unjust or oppressive structures.	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.