विधियों की तुलना करें
चुनी हुई विधियों की आमने-सामने समीक्षा करें; भिन्नता वाली पंक्तियाँ रेखांकित हैं।
| विमर्श विश्लेषण (Discourse Analysis)× | शैक्षिक क्रिया अनुसंधान× | |
|---|---|---|
| क्षेत्र≠ | गुणात्मक अनुसंधान | क्षेत्र विधियाँ |
| परिवार | Process / pipeline | Process / pipeline |
| उद्भव वर्ष≠ | 1989 (Fairclough); 1987 (Potter & Wetherell) | 1940s (Lewin); educational context developed 1970s–1980s |
| प्रवर्तक≠ | Norman Fairclough; Jonathan Potter and Margaret Wetherell | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| प्रकार≠ | Method | Participatory qualitative research design |
| मौलिक स्रोत≠ | Fairclough, N. (1989). Language and power. Longman. link ↗ | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| उपनाम≠ | DA, Critical Discourse Analysis, Discursive Analysis | EAR, practitioner research, teacher action research, classroom action research |
| संबंधित≠ | 2 | 6 |
| सारांश≠ | 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. |
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