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2005, p. 5). Due to placing visual analysis within a CDA approach, the theoretical framework
already described is transferable here.
In addition to focusing on individual texts, as a feature of visual analysis, images are analysed
within their historical context. This project acknowledges that images in textbooks are just as
ideologically-laden as words; therefore a critical analysis of these must also take place.
Drawing on van Leeuwen (and specifically his more recent work of social semiotics, rather
than a systemic-function approach), images are analysed to investigate the representations of
the two exemplar topics, British heritages and Indigenous representations, within History
curriculum in order to enquire about the “…‘hidden meanings’ of images (what ideas and
values do the people, places and things represented in images stand for?)” (van Leeuwen,
2001, p. 92). This links directly with the approach to CDA used in this project, that is, an
analysis of discourses related to “…group or institutional power and dominance, as well as
social inequality…” (van Dijk, 2001b, p. 301).
The analysis of images draws on van Leeuwen and Kress’ work “…on the interaction
between the verbal and visual in texts and discourse…” (Wodak, 2001b, p. 8) at one time
termed pansemiotic theory (Reitstaetter et al., 2005). This applies a general principle of
analysis to images, regardless of the visual, or semiotic, mode used. Whilst this has attracted
some criticisms for its umbrella approach, especially as it is seen as not effectively covering
the type of moving images found in film, it nevertheless presents as a thorough analytical tool
to use in the context of images found in texts produced for school students. One of the critics
of this type of over-arching approach, is Banks who writes “…I do not wish to suggest that
there is a ‘language’ of images or image components that follows some kind of quasigrammatical
rules, either universally or in more socially specific contexts” (2001, p. 10). Van
Leeuwen however, defends his use of a general theory, explaining that “…it makes it possible
to see that meanings belong to culture rather than to one semiotic mode or another”
(Reitstaetter et al., 2005, p. 3 emphasis added). A further strong link between CDA and visual
analysis is provided by van Dijk, who indicates that it is imperative that visual analysis is
taken seriously by writing:
Also because of this bias of traditional linguistics for spoken language, the visual
aspect of discourse was (and still is) often ignored in discourse studies. However,
within the sister discipline of semiotics (the study of signs), it is made clear that
especially in these times of multi-media communication, such an analysis of the
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