Comparer des méthodes

	Analyse du discours	Recherche-action en éducation
Domaine	Recherche qualitative	Méthodes de terrain
Famille	Process / pipeline	Process / pipeline
Année d'origine	1989 (Fairclough); 1987 (Potter & Wetherell)	1940s (Lewin); educational context developed 1970s–1980s
Auteur d'origine	Norman Fairclough; Jonathan Potter and Margaret Wetherell	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Type	Method	Participatory qualitative research design
Source fondatrice	Fairclough, N. (1989). Language and power. Longman.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Alias	DA, Critical Discourse Analysis, Discursive Analysis	EAR, practitioner research, teacher action research, classroom action research
Apparentées	2	6
Résumé	Discourse analysis is a qualitative research methodology that examines how language, communication, and power shape meaning, identity, and social reality. Developed across linguistics, sociology, and psychology (particularly by Norman Fairclough and Jonathan Potter), discourse analysis goes beyond content to analyze language use as a social practice that constitutes and reflects power relations, ideologies, and social structures.	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.