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Department of Education documents as well as textbooks from a specialist perspective, as
someone who has used this genre of text extensively, and as a result can see some implicit, or
unstated, meanings embedded within curriculum texts, which may not be visible to those who
have not taught in or had experience in the school context. Where this is relevant, is pointed
out in the data analysis.
My commitment to History teaching in Queensland can be linked to my active involvement
in the Queensland History Teachers’ Association (QHTA) as a former executive committee
member and editor of the annual journal, QHistory, for three years. In addition, I have been a
key note speaker at the Association’s annual conference and have contributed to written
submissions to the Federal government regarding the proposed national History curriculum.
Disclosures contained here are constructed as an attempt to avoid a perceived neutralizing of
data, a matter of importance, as van Dijk writes, “critical scholars make their social and
political position explicit; they…actively participate in order to uncover, demystify or
otherwise challenge dominance with their discourse analyses” (1997, p. 22). Furthermore,
issues of potential hidden power by way of meanings given to data through analysis are
exposed, so that the reader gains a firm understanding of my experience. Finally, one of the
problems facing discourse analysts, “that of the position of the reader as researcher” as
described by Parker and Burman (1993, p. 158) is avoided, as “imposed meanings” (Parker &
Burman, 1993, p. 159), that the researcher may intentionally or otherwise give through the
selection of data and analysis are made transparent through the declarations asserted here.
3.8 Data Collection and Selection
So far, this chapter has detailed the theoretical methodological framework used. It will now
explore the practical conduct of the research, in other words the how of the research.
Processes involved in collecting and selecting data, including explication of the criteria used
will be outlined. In addition, the model and stages of analysis, based on CDA as the point of
entry and lead methodology will be illustrated with a description of how the reporting of data
analysis took place. Being explicit about the strategies and actions in collecting, selecting and
analysing data is done in a:
...spirit of openness that trust is built between the researcher and the reader. It is not a
matter of the researcher simply telling the reader that a study is valid or reliable for
that qualitative research study to be valid or reliable. Rather, the process of
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