a "doc" chronicle

In a 1998 article, titled Discourse Analysis, Learning, and Social Practice: A Methodological Study, Gee and Green stated “Discourse analysis approaches have been developed to examine ways in which knowledge is socially constructed in classrooms and other educational settings” (p. 119). Discourse analysis can be used to study the social practices in the classroom, small groups and whole class interactions. In this article an “ethnographically grounded approach to discourse analysis” is used to study classroom activities, situated meanings, cultural models, reflexivity, and the construction of a “logic-of-inquiry,” through observations and the analysis of text (class materials) (p. 121).

This article illustrated Gee’s discourse analysis at an earlier stage, in comparison with his 2005 book - for more information about the book go to the previous posting. Many of the examples he presented in the book are introduced here. However, this reading is important because it included important details that clarify Gee’s method. Here the authors presented ‘cultural models;’ in the book Gee used the term “Discourse models” instead. These are defined as ‘patterns of practice’ developed from the data and validated through the use of different tools of inquiry as well as by questioning (using the building tasks questions).

The example Gee and Green discussed about ‘discursive construction of opportunities for learning’ (pages 149-158) included the complete process of Discourse Analysis. I believe this can be a great introduction to this method. However, the book is a must read, since the method has been refined and extended.

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*Gee, J. P. & Green, J. L. (1998). Discourse Analysis, Learning, and Social Practice: A Methodological Study. Review of Research in Education, 23, pp. 119-169.