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in the analysis <strong>of</strong> data, is that it has a distinct critical component that enables power<br />

relationships within representations <strong>of</strong> groups to emerge as part <strong>of</strong> the process <strong>of</strong><br />

investigation. It does not suffice to simply report data, or even analyse data, isolated from the<br />

criticality <strong>of</strong> power; although this is a point that Schegl<strong>of</strong>f does not seem to consider<br />

important, given his comment “…the inadequacies <strong>of</strong> past work will not be alleviated by<br />

turning to critical theory for their repair” (1998, p. 414). Power, as described by Wodak, is<br />

interwoven with ideology and “…does not derive from language, but language can be used to<br />

challenge power, to subvert it, to alter distributions <strong>of</strong> power…Language provides a…vehicle<br />

for differences in power in hierarchical social structures” (2004, p. 1999). Related to the<br />

understanding <strong>of</strong> power embedded within texts, is the issue <strong>of</strong> whether one, definitive truth<br />

needs to be extrapolated from the data. This topic, described partially by Flowerdew as “one<br />

needs to accept that there are multiple perspectives and that there are limits to objectivist<br />

impartiality” (1999, p. 1093), is explored in further depth later in this chapter.<br />

3.2.1 Description <strong>of</strong> Critical Discourse Analysis as the lead methodology.<br />

While originally developed as an analytical tool for linguistic studies, the specific CDA<br />

approaches that this project adopts draw on aspects <strong>of</strong> both socio cognitive studies (van Dijk,<br />

1997) and the discursive historical method (Wodak, 2004; Wodak et al., 1999). This is<br />

underpinned by the developmental work <strong>of</strong> Fairclough in terms <strong>of</strong> a sociocultural approach,<br />

and framed by the theories espoused by Althusser (1971, 1984) and Gramsci (1957, 1971) on<br />

hegemony and Apple (2000) on <strong>of</strong>ficial knowledge in curriculum. Combined, these<br />

approaches demonstrate that “…discourses work in ideological interests…” (Luke, 2002, p.<br />

96) in the communication, interpretation and analysis <strong>of</strong> texts. Luke also attributes significant<br />

achievement and great responsibilities to this research approach, writing:<br />

…critical discourse analysis has, for a moment, melded post-1968 social theories,<br />

political standpoints and research practice. It has succeeded in bringing to the table<br />

various readings, voices and texts that historically had been at the sidelines, while at<br />

the same time providing a forum for the deconstruction and critique <strong>of</strong> canonical<br />

texts. (1997, p. 348)<br />

And also:<br />

…to use critical discourse analysis as an analytical and political strategy for talking<br />

back to public discourse, for disrupting its speech acts, breaking its narrative chains<br />

and questioning its constructions <strong>of</strong> power and agency. (Luke, 1997, p. 265)<br />

85

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