PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
• “1. Focus upon a social problem which has a semiotic aspect” (2001, p. 125). This research has adapted this more broadly, with the Appendix A: Contexts articulating the ‘social problem’ that provided the motivation to carry out this research, namely the public debates regarding Australian history and culture carried out over a sustained period of time. • Stage two of Fairclough’s model reads: 2. Identify obstacles to it being tackled, through analysis of a) the network of practices it is located within b) the relationship of semiosis to other elements within the particular practice(s) concerned c) the discourse (the semiosis itself) • structural analysis: the order of discourse • interactional analysis • interdiscursive analysis • linguistic and semiotic analysis (2001, p. 125) This stage is used in part prior to the analysis taking place, with Part C of this stage replaced with the four stage process described in the following section. Parts A and B are described as: “…approaches the diagnosis of the problem in a rather indirect way, by asking what the obstacles are to it being tackled—what is it about the way in which social life is structured and organized that makes this a problem which is resistant to easy resolution?” (Fairclough, 2001, p. 125). This occurs through Chapter 2: Literature Review where research conducted unpacks aspects of the hidden curriculum present in school curriculum documents. This includes making explicit the official knowledge which translates to and is sanctioned through syllabus documents and then communicated to teachers through syllabuses, sourcebooks and supplementary curriculum materials; and to school students through textbooks. The data, then, becomes part of a network of practices around school discourses by deconstructing representations of Indigenous Australians and British heritages. • Stage three reads:“consider whether the social order (network of practices) in a sense ‘needs’ the problem” (2001, p. 126) is completed post intermediate analysis during the final stage of analysis and during reflection of school curriculum discourses as presented in the selected data. In what ways, if any, school curriculum “....contribute[s] to sustaining particular relations of power and domination” (Fairclough, 2001, p. 126) is mapped across the selected historical eras. This is linked to Althusser’s and Gramsci’s notions of hegemony used to explain the role school 130
curriculum plays in reinforcing dominant (and often adhering to conservative interpretations of) socio-political discourses. • Stages four “identify possible ways past the obstacles” and five “reflect critically on the analysis” (Fairclough, 2001, p. 124) are conducted post analysis, where the various methodologies used in this dissertation will converge in order to report on the findings. Here, the analysis will look closely at “...whether it does or can contribute to social emancipation” (Fairclough, 2001, p. 127). This stage forms part of the concluding chapter of the dissertation. 3.9.2 Stages of analysis. The collection and analysis of the data is conducted in four stages. This four-stage model has come about as a result of considering the analysis stages of van Dijk (2001a) and Wodak (2004) adapted to construct a process of analysis specifically suited to the needs and purposes of this research. Stage one has two components. First, the strategies engaged in to select data have been explained in the above data collection section. Second, once collected, the data is then catalogued into the textbook annotated bibliography (see Appendix B). This is a stage of analysis particularly useful in studies that have a large corpora or body of data as this one does, with van Dijk describing it as: Defined as ‘semantic macrostructures’ derived from the local (micro) structures of meaning, topic represent what a discourse ‘is about’ globally speaking, embody most important information of a discourse, and explain overall coherence of text and talk (van Dijk, 1980). They are the global meaning that language users constitute in discourse production and comprehension, and the ‘gist’ that is best recalled by them. Language users are unable to memorize and manage all meaning details of a discourse, and hence mentally organize these meanings by global meanings or topics. (2001a, pp. 101-102, emphasis added) The second stage (named in this research, preliminary analysis) is the description of individual, or separate, data across a number of contexts, for example school texts. This stage, drawing on Fairclough, looks at describing the “formal properties of texts” (Verschueren, 2001, p. 68). Importantly, this is the stage where data selections are 131
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curriculum plays in reinforcing dominant (and <strong>of</strong>ten adhering to conservative<br />
interpretations <strong>of</strong>) socio-political discourses.<br />
• Stages four “identify possible ways past the obstacles” and five “reflect critically on<br />
the analysis” (Fairclough, 2001, p. 124) are conducted post analysis, where the<br />
various methodologies used in this dissertation will converge in order to report on the<br />
findings. Here, the analysis will look closely at “...whether it does or can contribute to<br />
social emancipation” (Fairclough, 2001, p. 127). This stage forms part <strong>of</strong> the<br />
concluding chapter <strong>of</strong> the dissertation.<br />
3.9.2 Stages <strong>of</strong> analysis.<br />
The collection and analysis <strong>of</strong> the data is conducted in four stages. This four-stage model has<br />
come about as a result <strong>of</strong> considering the analysis stages <strong>of</strong> van Dijk (2001a) and Wodak<br />
(2004) adapted to construct a process <strong>of</strong> analysis specifically suited to the needs and purposes<br />
<strong>of</strong> this research.<br />
Stage one has two components. First, the strategies engaged in to select data have been<br />
explained in the above data collection section. Second, once collected, the data is then<br />
catalogued into the textbook annotated bibliography (see Appendix B). This is a stage <strong>of</strong><br />
analysis particularly useful in studies that have a large corpora or body <strong>of</strong> data as this one<br />
does, with van Dijk describing it as:<br />
Defined as ‘semantic macrostructures’ derived from the local (micro) structures <strong>of</strong><br />
meaning, topic represent what a discourse ‘is about’ globally speaking, embody most<br />
important information <strong>of</strong> a discourse, and explain overall coherence <strong>of</strong> text and talk<br />
(van Dijk, 1980). They are the global meaning that language users constitute in<br />
discourse production and comprehension, and the ‘gist’ that is best recalled by them.<br />
Language users are unable to memorize and manage all meaning details <strong>of</strong> a<br />
discourse, and hence mentally organize these meanings by global meanings or topics.<br />
(2001a, pp. 101-102, emphasis added)<br />
The second stage (named in this research, preliminary analysis) is the description <strong>of</strong><br />
individual, or separate, data across a number <strong>of</strong> contexts, for example school texts. This<br />
stage, drawing on Fairclough, looks at describing the “formal properties <strong>of</strong> texts”<br />
(Verschueren, 2001, p. 68). Importantly, this is the stage where data selections are<br />
131
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