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方法族Process / pipelineProcess / pipeline
起源年份1980s–1990s2006 (systematic formulation); interpretivist application developed through 2010s
提出者Rooted in interpretivist social science; systematised by Norman Fairclough, Margaret Wetherell, and othersVirginia Braun and Victoria Clarke (systematic method); interpretivist orientation traced to constructivist qualitative traditions
类型Qualitative interpretive research approachQualitative data analysis method
开创性文献Phillips, N., & Hardy, C. (2002). Discourse Analysis: Investigating Processes of Social Construction. Sage Publications. ISBN: 978-0761923343Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI ↗
别名IDA, interpretivist discourse analysis, discourse analysis (interpretive), meaning-focused discourse analysisITA, interpretive TA, interpretivist thematic analysis, constructivist thematic analysis
相关66
摘要Interpretive discourse analysis is a qualitative approach that examines how language constructs social realities, identities, and meanings within specific contexts. Operating from an interpretivist epistemology, it treats texts and talk not as transparent windows onto the world but as active sites where meaning is negotiated, and it seeks to understand those meanings from the perspective of participants situated within their social and cultural worlds.Interpretive thematic analysis is a form of thematic analysis conducted from an interpretivist or constructivist epistemological standpoint. Rather than treating themes as residing in the data waiting to be discovered, the researcher actively constructs meaning through their engagement with the data. Built on Braun and Clarke's systematic framework, the interpretive variant foregrounds the researcher's theoretical lens and reflexivity, producing analysis that goes beyond description to explain how social, cultural, or contextual forces shape participants' accounts.
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ScholarGate方法对比: Interpretive Discourse Analysis · Interpretive Thematic Analysis. 于 2026-06-17 检索自 https://scholargate.app/zh/compare