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3. Are the respective utterances articulated overtly, are they even intensified or
are they mitigated. (Wodak, 2004, p. 207; Wodak & de Cillia, 2006, pp. 717-718)
The intermediate analysis is completed in the notes section of the preliminary analysis
template incorporating the preliminary analysis where appropriate.
The fourth stage (named in this research, final analysis) combines the different data sources
collected and analysed in the second and third stages, in order to produce an effective
reporting of all data, contained within the pre-identified distinct historical eras. When
analysing data, the power discourses operating within texts that aim to naturalise information
are investigated, in order to demonstrate the way in which specific content is positioned to be
accepted by the reader as ‘commonsense’, ‘normal’ and/or ‘right’. As described by
Woodside-Jiron in drawing on the work of Fairclough, “Discursive practice draws on
conventions that naturalize particular power relations and ideologies, and these conventions
and the ways in which they are articulated are a focus of struggle” (2004, p. 193).
In carrying out the final analysis, the following four questions are considered in order to
clearly articulate the discourses operating within and across texts within the same historical
period:
Knowledge is inevitably situated and positioned and there are multiple standpoints
from which legitimate knowledge and meaning are produced. More importantly
though, knowledge also functions as a means of legitimising existing power relations
which a critical project aims to expose. Thus, in order to expose privileged ways of
knowing in education research we must ask:
- What counts as knowledge?
- What are the historical, political, economic, cultural and social conditions under
which it was produced and regulated?
- How, and by whom, was it legitimized?
- For whom does it speak? (Lemesianou & Grinberg, 2006, p. 216)
It is during the final analysis stage that the knowledges legitimised, specific socio-political
discourses operating, different voices presented and the notable gaps and silences in the data
are presented. This will be presented through the social cognition organisers presented by van
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