Critical Discourse Analysis The Ohio State University College of Education and Human Ecology School of Teaching and

Learning T&L 935 Prerequisites: Must have taken at least 1 PhD course (975, 976, 977) Spring Quarter: TBD Instructor: Dr. Elaine Richardson, aka Dr E Meeting Time: TBD Location: TBD Office Hours: by appointment and by email, Arps 265 Contact info: Richardson.486@osu.edu Phone: 614-292-4382

Overview The course will provide graduate students interested in Education, Applied Linguistics, Cultural Studies and beyond with methods for producing a language of description for modes of representation such as reading, writing, speaking, various types of performance, visual, gestural, and kinesthetic, how these modes interact, play their role in key communicative practices and are rooted in social relationships, especially relationships of power. Though we may consider discourse analysis through an interdisciplinary lens and through traditions that range from interactional sociolinguistics and narrative analysis to conversation analysis, our primary interest is in traditions of critical discourse analysis. Some topics that naturally arise from this course of study are: What is discourse? What is text? How does the definition of discourse influence the analytical approach? What are the methods and topics of critical discourse analysis? What are the advantages of critical approaches? What is critical about critical discourse analysis? How do discourses change? How does discourse constitute reality? How does one perform an identity? We will read some classic and contemporary works in discourse studies from a range of perspectives and applied to a range of problems (some explicitly educational, some not); my particular interest is in critical approaches to the study of discourses as they constitute and influence African American literacies. However, I hope you will apply your analytic knowledge and skills to your particular area of interest. Objectives: To develop our ideas about discourse and society To become familiar with some of the research employing critical discourse perspectives To gain practice in the resources of critical discourse analysis

Attendance Policy: I expect that youll be here every week unless you have extenuating circumst ances. If I am unable to attend (if I have a speaking engagement, conference, some emergency) the class is structured so that you can still meet. Additionally, the class work may be accomplished online
From the companion website for Rogers, R. (2011). An Introduction to Critical Discourse Analysis in Education, 2nd edition. New York: Taylor and Francis at www.routledge.com/textbooks/9780415874298

2 on CARMEN if I cannot be present. If you have to be absent please contact me beforehand via email or phone. It must be an emergency situation to prevent your grade from being lowered. This class works on a collaborative model so we count on each other to share in the workload.
Academic MisconductThe Ohio State Universitys Code of Student Conduct (Section 3335 -23-

04) defines academic misconduct as: Any activity that tends to compromise the academic integrity of the University, or subvert the educational process. Examples of academic misconduct include (but are not limited to) plagiarism, collusion (unauthorized collaboration), copying the work of another student, and possession of unauthorized materials during an examination. Ignorance of the Universitys Code of Student Conduct is never consider ed an excuse for academic misconduct, so I recommend that you review the Code of Student Conduct and, specifically, the sections dealing with academic misconduct. If I suspect that a student has committed academic misconduct in this course, I am obligated by University Rules to report my suspicions to the Committee on Academic Misconduct. If COAM determines that you have violated the Universitys Code of Student Conduct (i.e., committed academic misconduct), the sanctions for the misconduct could include a failing grade in this course and suspension or dismissal from the University. For additional information, see the Code of Student Conduct (http://studentaffairs.osu.edu/info_for_students/csc.asp). Accommodation and Alternative Formats: Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Office for Disability Services at 614-292-3307 in room 150 Pomerene Hall to coordinate reasonable accommodations for students with documented disabilities.
Grievances and Solving ProblemsAccording to University Policies, available from the Division of

Student Affairs, if you have a problem with this class, You should seek to resolve a grievance concerning a grade or academic practice by speaking first with the instructor or professor: Then, if necessary, with the department chairperson, college dean, and provost, in that order. Specific procedures are outlined in Faculty Rule 3335-7-23, which is available from the Office of Student Life, 208 Ohio Union. Grievances against graduate, research, and teaching assistants should be submitted first to the supervising instructor, then to the chairperson of the assistants department.
Statement on DiversityThe College of Education and Human Ecology affirms the importance

and value of diversity in the student body. Our programs and curricula reflect our multicultural society and global economy and seek to provide opportunities for students to learn more about persons who are different from them. Discrimination against any individual based upon protected status, which is defined as age, color, disability, gender identity or expression, national origin, race, religion, sex, sexual orientation, or veteran status, is prohibited.

REQUIRED TEXT

3 Rogers, R. (Ed.). (2004). An introduction to critical discourse analysis in education. Mahwah and London: Lawrence Erlbaum Associates Publishers.

ARTICLES ON CARMEN Bloome, D., & Talwalker. (1997). Critical discourse analysis and the study of reading and writing (review of 3 works by Fairclough). Reading Research Quarterly, 32(1), 104112. Brown, B., Reveles, J., & Kelly, G.J. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning. Science Education, 89(5), 779802. Fairclough, N. (1992). Discourse and social change (ch. 8). Cambridge: Polity Press. Gaudio, R., & Bialostok, S. (2005). The trouble with culture: Everyday racism in white middleclass discourse. Critical Discourse Studies, 2(1), 5169. Lazar, M. (2007). Feminist critical discourse analysis: Articulating a feminist discourse praxis. Critical Discourse Studies, 4(2), 141164. Pacini-Ketchabaw, V., & de Almeida, A. (2006). Language discourses and ideologies at the heart of early childhood education. The International Journal of Bilingual Education and Bilingualism , 9(3), 310341. Rex. L. (2006). Acting cool and appropriate toward a framework for considering literacy classroom interaction when race is a factor. Journal of Literacy Research, 38(3), 275325. Richardson, E. (2009). My ill literacy narrative: Growing up Black, po and a girl, in the hood. Gender and Education, 21(6), 753757. Souto-Manning, M., & Ray, N. (2007). Beyond survival in the ivory tower: Black and brown womens living narratives. Equity & Excellence in Education, 40, 280290. van Dijk, T.A. (1993). Principles of critical discourse analysis. Discourse & Society, 4(2), 249283. van Dijk, T.A. (1993). Educational discourse. In van Dijk, Elite discourse and racism (pp. 197240). Newbury Park and London: Sage Publications.
GRADING: A 93100% A- 9092 B+ 8789 B 8386 B- 8082 C+ 7779 C 7376 C- 7072 D+ 6769 D 6066 E 59% or less

4 Course Requirements Assignments: In this course you are required to: 1. Prepare each of the following for a class session [PLEASE PLAN FOR 15 MINUTES OF CLASS TIME FOR EACH] (15%)

New Ideas/DefinitionsGenerate a list of key concepts introduced in each reading along with working definitions and relevant passages. Bring a hard copy for each member of class. Discussion PointsDevelop a list of guiding questions and/or important passages to inform our discussion of each reading. Bring a hard copy for each member. Data SampleBring a bit of data to help ground our discussion. This could be a short video clip, part of an interview transcript, a website, an ad or other text, etc. Make use of the data in ways that illuminate ideas introduced in the readings.

2) Develop a 23 page prospectus for your research proposal (15%) 3) Collect a small amount of preliminary data for your research proposal and respond to peers research projects through data and peer review sessions (20%) 4) Present a poster or powerpoint about your research proposal (10%)

5) Develop a double-spaced 15-page research proposal using critical discourse analysis. This should include a description of your project goals, research questions, and its contribution to your focus area of study. You should contextualize your project in terms of its theoretical grounding and relationship to extant literature. You should lay out your research design including a description and rationale for the context of your study, methods of generating data, and methods of data analysis. You should include a sample analysis of relevant data, which we will develop through data sessions in the course. See www.ssrc.org/fellowships/art_of_writing_proposals.page for a good resource on this genre of writing (40%) Schedule of Work: Week 1: April 1, 2009 (CARMEN) Semester Overview AND What is Discourse? (Sign up for IDEAS/DEFS; POINTS, DATA SAMPLES) Week 2:

5 Have Read: An Introduction to Critical Discourse Analysis in Education (Ch. 1 in Rogers, by Rogers); Discourse Analysis: What Makes it Critical? (Ch. 2 in Rogers, by Gee); A Critical Discourse Analysis of Literate Identities Across Contexts: Alignment and Conflict (Ch. 3 in Rogers, by Rogers) [Ch. 13, pp. 178] Week 3: Have Read: Principles of Critical Discourse Analysis, van Dijk (CARMEN); Educational Discourse, van Dijk (CARMEN); Discourse in Activity and Activity in Discourse (Ch. 4 in Rogers by Rowe); Reframing for Decisions: Transforming Talk About Literacy and Assessment Among Teachers and Researchers, Ch. 5 in Rogers by Sarroub) [Ch. 4&5, pp. 7996] Week 4: Have Read: Review of Fairclough: Critical Discourse Analysis and the Study of Reading and Writing. Bloome and Talwaker (CARMEN) AND Acting Cool and Appropriate Toward a Framework for Considering Literacy Classrooms, Rex (CARMEN) IDEAS____________________; POINTS_______________; DATA_____________________ Doing Discourse Analysis, Fairclough (Ch. 8 of Discourse and Social Change) (CARMEN) Cataloguing and Analyzing Taped Discourse Data (Handout) Week 5: Have Read: CDA and White middle-class racism, Guadio & Bialostok (CARMEN) AND Language Discourses and Ideologies at the Heart of Early Childhood Education by PaciniKetchabaw & De Almeida (CARMEN) IDEAS_______________; POINTS_____________; DATA_____________________________ Week 6: Have Read: Scientific Literacy and Discursive Identity, Brown (CARMEN); Feminist Critical Discourse Analysis, Lazar (CARMEN)

IDEAS______________________; POINTS_______________________; DATA_______________ Week 7: YOUR 23 PAGE PROSPECTUS IS DUE Women of Color Academics, Souto-Manning & Ray (CARMEN) My Ill Literacy Narrative: Growing up Black, Po and a Girl in the Hood, Richardson (CARMEN) IDEAS___________________; POINTS_____________________; DATA_____________________ Week 8:

6 DATA & PEER REVIEW WORKSHOP Week 9: DATA & PEER REVIEW WORKSHOP

Week 10: Powerpoint Presentations; Proposals Due