NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1045148
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: ERIC
Reference Count: 76
ISSN: ISSN-1071-4413
Critical Discourse Analysis and Science Education Texts: Employing Foucauldian Notions of Discourse and Subjectivity
Bazzul, Jesse
Review of Education, Pedagogy & Cultural Studies, v36 n5 p422-437 2014
This article supports critical, social justice oriented science education research by providing a theoretical and methodological basis for examining how subjectivities may be constituted through discourses found in science education texts. Such research explores how discourses orient teachers and students to the world, others, and themselves, as well as outlines "who" can legitimately participate in practices of science education. Subjectivity can be thought of here in its most basic sense--the particular perspectives, beliefs, desires, and convictions held by individual subjects. This article begins by setting a theoretical context for a Foucauldian approach to subjectivity, discourse, and critical discourse analysis (CDA). Next, it provides a methodological background for examining science education curriculum materials. It concludes with a brief discussion of a recent textbook study that examines how biology textbooks can work to constitute subjectivities related to ethics, sex=gender, neocolonialisms, and neoliberalism.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A