Discourse Analysis as an Action-Research-Training tool on critical literacy education

Abstract

The intent of the article is to highlight how the method of discourse analysis can be effectively employed both as an educational research tool and as a training tool in the context of participatory action-research with teachers. In particular, the paper focuses on the application of critical discourse analysis to critical literacy education, a particular approach to literacy through which to promote students’ critical linguistic awareness and sociocultural agency. In order to illustrate clearly the application of a method articulated in a micro-textual analysis of qualitative data and in a sociocultural analysis of educational practices, the paper introduces a specific model of discourse analysis and then it illustrate through an example drawn upon the literature how the model was applied in a action-research-training case with some future teachers. Finally, it underlines how the critical discourse analysis can contribute to the design of inclusive paths of teaching and training in a multicultural school committed to the issues of equality and social justice.