เปรียบเทียบวิธี

	การวิเคราะห์เนื้อหาเชิงวิพากษ์	การวิเคราะห์แก่นสาระเชิงวิพากษ์
สาขาวิชา	เชิงคุณภาพ	เชิงคุณภาพ
ตระกูล	Process / pipeline	Process / pipeline
ปีกำเนิด	1980s–2000s (consolidated in practice by the 1990s–2000s)	2000s–2010s (consolidation as named variant)
ผู้ริเริ่ม	Building on Krippendorff (1980) and Altheide (1996); synthesised through critical theory traditions (Frankfurt School, feminist and race critical scholars)	Draws on Virginia Braun & Victoria Clarke (thematic analysis, 2006) combined with critical theory traditions (Frankfurt School, feminist and postcolonial theorists)
ประเภท	Qualitative analytical approach	Qualitative analysis approach
แหล่งต้นตำรับ	Altheide, D. L. (1996). Qualitative Media Analysis. Sage. ISBN: 978-0803970892	Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
ชื่อเรียกอื่น	CCA, critical textual analysis, ideological content analysis, critical qualitative content analysis	CTA, critical-theoretic thematic analysis, thematic analysis with critical lens, critical qualitative thematic inquiry
ที่เกี่ยวข้อง	5	5
สรุป	Critical content analysis is a qualitative approach that examines texts, media, and documents not merely for manifest meaning but for how they construct, reinforce, or contest relations of power, ideology, race, gender, and class. Grounded in critical theory traditions, it asks whose interests a text serves, what voices are silenced, and how language and representation naturalise dominant worldviews. It combines systematic analytic rigour with an explicitly emancipatory or transformative research stance.	Critical thematic analysis (CTA) is a qualitative approach that combines the systematic coding procedures of Braun and Clarke's thematic analysis with the interrogative stance of critical theory. Rather than merely describing patterns in data, CTA asks whose interests those patterns serve, what power relations they reflect, and what is absent or silenced. It is used to surface ideology, structural inequality, and hegemonic assumptions embedded in participants' accounts or in texts.