方法对比
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| 批判性课程分析× | 批判性话语分析 (CDA)× | |
|---|---|---|
| 领域≠ | 田野方法 | 质性 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1970s–1980s | Late 1970s–1990s (systematised ~1979–1995) |
| 提出者≠ | Michael W. Apple; Henry A. Giroux; Paulo Freire (critical pedagogy foundations) | Norman Fairclough; Teun A. van Dijk; Ruth Wodak |
| 类型≠ | Critical qualitative research approach | Qualitative research method |
| 开创性文献≠ | Apple, M. W. (1979). Ideology and Curriculum. Routledge & Kegan Paul. ISBN: 978-0415909242 | Fairclough, N. (1992). Discourse and Social Change. Polity Press. link ↗ |
| 别名 | CCA, critical curriculum inquiry, critical curriculum critique, curriculum critique | CDA, Critical Linguistics, Discourse-Historical Approach, Dialectical-Relational Analysis |
| 相关≠ | 5 | 6 |
| 摘要≠ | Critical curriculum analysis examines educational curricula — their content, organisation, and underlying assumptions — through a critical theory lens. Drawing on the work of Apple, Giroux, and Freire, it asks whose knowledge counts, whose interests the curriculum serves, and how schooling reproduces or challenges social inequalities. Rather than treating curriculum as neutral, it treats it as an ideologically saturated artifact shaped by relations of power, race, class, and gender. | Critical Discourse Analysis (CDA) is a qualitative method that examines how language in texts and talk constructs, sustains, and challenges relations of power, ideology, and social inequality. Drawing on linguistics, social theory, and critical philosophy, CDA treats discourse not merely as communication but as social practice — a site where dominance is reproduced and where resistance can be articulated. Developed in the late twentieth century by Norman Fairclough, Teun van Dijk, and Ruth Wodak, among others, CDA is applied to political speeches, media texts, policy documents, educational materials, and institutional interactions. |
| ScholarGate数据集 ↗ |
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