Сравнение методов

	Критический дискурс-анализ интерпретативный	Критическая герменевтическая феноменология
Область	Качественные методы	Качественные методы
Семейство	Process / pipeline	Process / pipeline
Год появления	1990s–2000s	1960s–1990s (Gadamer 1960; van Manen 1990; critical synthesis developed through 1990s–2000s)
Автор метода	Norman Fairclough; Ruth Wodak; Teun A. van Dijk (interpretive framing developed through constructivist qualitative traditions)	Hans-Georg Gadamer (hermeneutic tradition); Max van Manen (pedagogical application); influenced by Frankfurt School critical theory
Тип	Qualitative discourse analysis design	Qualitative research approach
Основополагающий источник	Fairclough, N. (1992). Discourse and Social Change. Polity Press. ISBN: 978-0745612126	van Manen, M. (1990). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. State University of New York Press. ISBN: 978-0791404645
Другие названия	interpretive CDA, constructivist critical discourse analysis, meaning-centred CDA, CDA-interpretivist	CHP, critical hermeneutics, critically-oriented hermeneutic phenomenology, hermeneutic phenomenology with critical lens
Связанные	6	6
Сводка	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.	Critical hermeneutic phenomenology is a qualitative research approach that combines Gadamerian hermeneutics — the philosophical study of interpretation — with critical social theory to examine both the lived meaning of experience and the structural, ideological, and power-laden conditions that shape it. It asks not only 'what is this experience like?' but also 'what historical, social, and political forces produce and constrain it?' The approach is widely used in education, nursing, social work, and the human sciences.