Educational discourse and the question of discursive construction of knowledge and identity from the perspective of critical and critically oriented discourse analysis
Educational discourse and the question of discursive construction of knowledge and identity from the perspective of critical and critically oriented discourse analysis

Summary/Abstract: The main purpose of this paper is to present the specific character of educational discourse in terms of the critical (CDA) and critically-oriented discourse analysis (E. Laclau and Ch. Mouffe) and to identify issues and problems that affect research concerning the discursive construction of identity. My main subjects of interest, and the key notions for the discourse-oriented pedagogy, are identity and knowledge. I will try to show how in spite of the relevance of those two notions, the use of discourse analysis in pedagogical research forces us to transcend the narrowly defined disciplinary boundaries.

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