PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
selection, resulting in as comprehensive history as possible, but one that has, nevertheless, unknown gaps. 3.8.3 Selection of syllabuses. Syllabuses have been selected to form the basis of the analysis, as this is the official document which sets out and directs the content (and pedagogy) teachers are to include in their curriculum and classroom teaching. As the syllabus is the document “intended to assist with school-based curriculum development” (QSCC, 1997, p. 2) it is important that each syllabus with Australian history is included as part of this study. Additionally, as each syllabus is a reflection of the official knowledge sanctioned by the Education Department for school students to learn, it is most appropriate to include them. 3.9 Research Analysis Being explicit about the process of analysis is an area of this research considered important in order to explain the stages involved in progressing from raw data to a thorough and accurate analysis of the various categories of discourses which exist within the data. Considering this, whereas decoding the discipline looks at deconstructing practices inherent within a practitioner’s or ‘expert’s’ disciplinary practice (Pace & Middledorf, 2004), this term is applied to this research as decoding the methodology, referring to de-mystifying and making explicit the stages of analysis. This is an area missing in many qualitative research methodology books (along with being explicit about data collection methods, as reported by Meyer, 2001), often under the stated reasoning of, “…my intention has not been to write another recipe book for successful...research…” (Pink, 2001, p.3), or similar. This is often unhelpful in assisting researchers to first, develop a clear understanding about the different stages in research and second make explicit the stages researchers undergo in producing an analysis of selected data. Shirley Steinberg (2006) is a notable exception to this, explaining processes that she undertakes when analysing data, in order to guide readers through the practical aspects of her research, which can then be modified to suit specific research. The new nature of history: Knowledge, evidence, language (Marwick, 2001) also presents as a useful handbook for practical research application For this project, Fairclough’s (2001) model provides the overall structure; with a stagedprocess amalgamating the methodological analysis primarily of Wodak (2004) and van Dijk (2001a) providing the structure of analysis. Structured on CDA, the analysis incorporates the 128
principles of the other methodologies, historical and visual, which forms the bricolage approach of this research (see Figure 3.1). How this is structured and conducted is the focus of the remainder of this chapter. Bricolage Methodological Approach Critical Discourse Analysis (CDA) as lead methodology. Incorporating, visual analysis, historical research, post structuralism and notions of hegemony and official knowledge. School documents which form the sanctioned canon such as syllabus documents, textbooks, school sanctioned literary texts, Department of Education policies. Resistant Texts where available for each era (texts which contain a resistant/marginalized view) Public Documents such as media reports, speeches and other public accessible texts, which provide evidence of dominant socio-political values related to the exemplar topics selected. Before and immediately after WWI Black movement in Australia 1964- 1975 129 1988 Bicentennial era Exemplar topics constructed as cases—Indigenous representations and British heritages Figure 3.1 Structure of Analysis 3.9.1 Structuring the research. The analytical framework of Fairclough provides a format for articulating the stages of research required to establish and conduct qualitative research through CDA. This framework is effective for research that looks at texts of same or similar genres within one broader discourse. Therefore, some features of the framework are included in this research, including the adaptation explained here. Fairclough stages his framework as follows:
- Page 92 and 93: icolage, interpretive bricolage, po
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- Page 110 and 111: avoids the ‘Bad King John/Good Qu
- Page 112 and 113: 2005, p. 5). Due to placing visual
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- Page 116 and 117: term memories, and the power nation
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- Page 130 and 131: challenging task of the reflection
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- Page 136 and 137: publishing company for Queensland s
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- Page 164 and 165: following passage taken from the pr
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- Page 170 and 171: Source 5.3. Chapter II: The Britons
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- Page 180 and 181: demands. But if they spoke with a u
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- Page 190 and 191: Source 5.6. Front cover of Anzac Da
principles <strong>of</strong> the other methodologies, historical and visual, which forms the bricolage<br />
approach <strong>of</strong> this research (see Figure 3.1). How this is structured and conducted is the focus<br />
<strong>of</strong> the remainder <strong>of</strong> this chapter.<br />
Bricolage Methodological Approach Critical Discourse Analysis (CDA) as lead methodology.<br />
Incorporating, visual analysis, historical research, post structuralism and notions <strong>of</strong> hegemony<br />
and <strong>of</strong>ficial knowledge.<br />
School documents which form the sanctioned canon such as syllabus<br />
documents, textbooks, school sanctioned literary texts, Department <strong>of</strong><br />
Education policies.<br />
Resistant Texts where available for each era (texts which contain a<br />
resistant/marginalized view)<br />
Public Documents such as media reports, speeches and other public<br />
accessible texts, which provide evidence <strong>of</strong> dominant socio-political values<br />
related to the exemplar topics selected.<br />
Before and<br />
immediately after<br />
WWI<br />
Black movement<br />
in Australia 1964-<br />
1975<br />
129<br />
1988 Bicentennial<br />
era<br />
Exemplar topics constructed as cases—Indigenous representations and British<br />
heritages<br />
Figure 3.1 Structure <strong>of</strong> Analysis<br />
3.9.1 Structuring the research.<br />
The analytical framework <strong>of</strong> Fairclough provides a format for articulating the stages <strong>of</strong><br />
research required to establish and conduct qualitative research through CDA. This framework<br />
is effective for research that looks at texts <strong>of</strong> same or similar genres within one broader<br />
discourse. Therefore, some features <strong>of</strong> the framework are included in this research, including<br />
the adaptation explained here. Fairclough stages his framework as follows:
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