Empowering discourse: discourse analysis as method and practice in the sociology classroom |
| |
Authors: | Titus Hjelm |
| |
Institution: | 1. School of Slavonic and East European Studies, University College London, Gower Street, London WC1E 6BT, UKt.hjelm@ucl.ac.uk |
| |
Abstract: | Collaborative learning and critical pedagogy are widely recognized as ‘empowering’ pedagogies for higher education. Yet, the practical implementation of both has a mixed record. The question, then, is: How could collaborative and critical pedagogies be empowered themselves? This paper makes a primarily theoretical case for discourse analysis (DA) as a form of classroom practice that provides a structured framework for collaborative and critical pedagogies in higher education, with a special reference to sociology classroom practice. I develop a tripartite scheme for building a framework for sociological imagination that is, first, sensitive to the discursive aspects of social reality (learning about DA). Second, I illustrate the use of DA as pedagogical tool and classroom practice (learning with DA). Third, I discuss how discourse analytical ideas can be used in evaluating classroom interaction and how these reflexive insights can be used to enhance student empowerment (learning through DA). |
| |
Keywords: | discourse analysis collaborative learning critical pedagogy sociology empowerment |
|
|