Módszerek összehasonlítása

	Interpretatív dokumentumelemzés	Kritikai diskurzusanalízis (interpretív megközelítés)
Tudományterület	Kvalitatív módszerek	Kvalitatív módszerek
Módszercsalád	Process / pipeline	Process / pipeline
Keletkezés éve	2000s (building on hermeneutic traditions from the 20th century)	1990s–2000s
Megalkotó	Glenn Bowen (systematic method); Lindsay Prior (social use of documents)	Norman Fairclough; Ruth Wodak; Teun A. van Dijk (interpretive framing developed through constructivist qualitative traditions)
Típus	Qualitative document-based research method	Qualitative discourse analysis design
Alapmű	Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.	Fairclough, N. (1992). Discourse and Social Change. Polity Press. ISBN: 978-0745612126
Alternatív nevek	interpretive documentary analysis, hermeneutic document analysis, qualitative document analysis, interpretive textual analysis	interpretive CDA, constructivist critical discourse analysis, meaning-centred CDA, CDA-interpretivist
Kapcsolódó	6	6
Összefoglaló	Interpretive document analysis is a qualitative method that systematically examines written, visual, or digital documents to construct meaning from them within their social, historical, and institutional contexts. Rather than simply counting content categories, it reads documents as social artefacts — asking not only what a document says, but what it does, who produced it, for what purpose, and what assumptions it encodes. The approach draws on hermeneutic and interpretive traditions to move between individual passages and the broader context in which they were created.	Interpretive critical discourse analysis (interpretive CDA) combines the power-and-ideology lens of critical discourse analysis with an interpretivist epistemology that foregrounds meaning-making, context, and the researcher's own positionality. It examines how language constructs social reality, legitimises or challenges power relations, and circulates ideological assumptions — while acknowledging that both the texts under study and the analyst's reading of them are socially situated and context-dependent.