Documente Academic
Documente Profesional
Documente Cultură
Ignasi Capdevila
Table of contents
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Research Interests
(Written by the author; source: http://www.lancs.ac.uk/ias/profiles/norman-fairclough
Since the early 1980s, my research has focused on critical discourse analysis - including the
place of language in social relations of power and ideology, and how language figures in
processes of social change. My main current interest is in language (discourse) as an
element in contemporary social changes which are referred to as 'globalisation', 'neoliberalism', 'new capitalism', the 'knowledge economy' and so forth. Over the past three
years I have been working specifically on aspects of 'transition' in Central and Eastern
Europe, especially Romania, from a discourse analytical perspective.
This research is based upon the theoretical claim that discourse is an element of social life
which is dialectically interconnected with other elements, and may have constructive and
transformative effects on other elements. It also makes the claim that discourse has in many
ways become a more salient and potent element of social life in the contemporary world,
and that more general processes of current social change often seem to be initiated and
driven by changes in discourse. Discourse analysis, including linguistic analysis, therefore
has a great deal more to contribute to social research than has generally been recognised,
especially when integrated into interdisciplinary research projects.
My own recent contribution to this research has included three main elements:
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Key concepts
Here are presented the main concepts of the Critical Discourse Analysis (CDA from now
on) as were developed by Norman Fairclough.
Discourse is a category used by both social theorists and analysts on the one hand and
linguists on the other. Fairclough uses the term as many linguists, to refer primarily to
spoken or written language use, though he extends it to include semiotic practice such as
printed information and non-verbal communication. But referring to language as a discourse,
he considers language as a form of social practice. This implies that language is a mode
of action (socially reproductive) and also socially shaping, or constitutive (creative,
socially transformative). CDA explores the tension between these two sides of the
language use, the socially shaped and the constitutive, Language is always constitutive of 1)
social identities; 2) social relations and 3) systems of knowledge and belief. CDA is then
developed as a theory of language which stresses in the multifunctionality of language
and which sees every text as simultaneously having the ideational, interpersonal and
textual functions of language.
Language use is dynamically shaped. On the one hand, societies and particular institutions
within them sustain a variety of coexisting, contrasting and often competing discursive
practices or discourses. On the other hand, there is a complex relationship between
particular discursive events and underlying conventions or norms of language use.
Language may on occasion be used appropriately but not always. This fact led Fairclough
to develop the theories of appropriateness.
Fairclough conceptualizes conventions which underlie discursive events in terms of orders
of discourse. There is a complexity of the relationship between discursive event and
convention, where discursive events commonly combine two or more conventional types of
discourse, and texts are routinely heterogeneous in their forms and meanings. The order
of the discourse is the relationships of the discursive practices (complementarity,
inclusion/exclusion, opposition). The orders of discourse in a society are the set and
relationships between more local orders of discourse.
The boundaries and insulations between and within orders may be points of conflict, open to
being weakened of strengthen, as a part of wider social struggles.
Categorization of discourses: Fairclough distinguishes between discourses (as a count
noun, so that be used in the plural form) defined as ways of signifying areas of experience
from a particular perspective (e.g. patriarchal versus feminist discourses in sexuality
(p132), and genres, defined as uses of language associated with particular socially ratified
activity types such as job interview or scientific papers (p.132).
CDA aims systematically explore often opaque relationships of causality and determination
between (a) discursive practices, events, and texts, and (b) wider social and cultural
structures, relations and processes (p.132)
Fairclough through CDA, investigates how discursive practices are ideologically shaped by
relations of power and struggles over power and explores how the opacity of these
relationships between discourse and society is itself a factor providing power and
hegemony. Opacity means that the linkages between discourse and ideology might be
unclear to those involved.
Fairclough preaches for the education in critical language awareness in the teaching of
the mother tongue to equip learners with the capacities and understanding of the powers
and hegemony involved and to emancipate them in the struggle against alienation of
marketization and give them a meaningful choice to be democratic and effective citizens.
Discursive event
Text
Discourse practice
Interdiscursivity
Genre
Order of discourse
Book Summary
The book is a collection of ten papers on critical discourse analysis which were written
between 1983 and 1992 and were published between 1985 and 1993.
operate, and has ideological effects in mystifying relations of domination. The paper is an
application of the emergent CDA framework to a specific case and identifies the
convertionalisation of public discourse.
The articles are analyzed on the base of Direct Discourse (DD), Indirect Discourse (ID) as
converted DD and unsignalled codes (UNSIG) that is secondary, discourse without being
explicitly marked as represented discourse and which the author calls dissemination.
UNSIG is the main mode for dissemination, and all instances of UNSIG involve dissemination.
The author identifies two tendencies in the representation of discourse in the five articles:
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Tendency 1: low demarcation between primary and secondary discourse (p.61).
Newsgivers (the media) have come to adopt the position of mediators. This shift reflects economic pressures to
make news a more saleable commodity in order to win more readers and advertising possibilities. The author
identifies three roles of media: 1) animator the person who is actually making the marks on paper; 2) the author
the one who puts the words together and3) the principal the one whose position is represented by the words.
Newsgivers are animators, sometimes authors and even principals, when in reality they are not. Access to the media
is most open to socially dominant sectors and it can be regarded as transmitting the voices of social power-holders.
This doesnt mean that they are always transmitting a conscious distortion or manipulation of the information; rather
they can be regarded as built into common-sense professional practices. In this way, media legitimize and reproduce
existing asymmetrical power relationships by assimilating the voices of the powerful to voices of common sense.
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Tendency 2: focus upon representation of the ideational meaning of the words used (p.61).
News tends to be seen as very much a conceptual and ideational business (statements, claims, beliefs and positions)
rather than feeling, circumstances, social and interpersonal relationships. The focus is on what and the how is left
outside. This assumption is that words themselves are ideationally transparent and the myth is that the media are a
mirror to reality. It supposes that reality is transparent and can be read without mediation or interpretation. News
media can be seen as an ideological process of considerable social importance.
3. - Language and ideology
In this article, the author explores the theoretical question of what sort of relationships are between language and
ideology. Ideologies reside in texts but it is not possible read off ideologies from texts because meanings are
produced through interpretations of texts and texts are open to diverse interpretations.
Language is imbricated in social relations. Language is a material form of ideology, and language is invested by
ideology. Discourses have three interrelated dimensions: social practice, discoursal practice and text. Ideology enters
in the ideological elements of producing and interpreting a text and in the ways in which these elements are
articulated together and orders of discourse rearticulated in discoursal events. Ideology is reflected on the content
but also on the form. Formal features of texts at various levels may be ideologically invested.
Hegemony, a concept that originates from Lenin but further elaborated by Gramsci, is leadership as well as
domination across the economic, political, cultural and ideological domains of a society (p.76). Hegemonic
ideologies become naturalised, or automatized in common sense. People are faced with ideological dilemmas,
which they attempt to resolve or contain through discoursal forms of struggle. Hegemonic struggle can be
conceptualized and analyzed in terms od the view of discourse even though hegemony is a process at the societal
level, whereas most discourse has a more local character.
An apparent democratization of discourse involves the reduction of power asymmetry between people of unequal
institutional power. Discoursal democratization is linked to political democratization, and to the broad shift from
coercion to consent, incorporation and pluralism in the exercise of power. But it can be seen in pessimistic terms as
illusions of democracy. For instance, counselling, that has its origins in therapy, is now a very spread technique
across many institutional domains. Counselling is seen as giving space to people as individuals and look like a
counter-hegemonic practice. However, it has a disciplinary nature in various institutions. Hegemonic struggle is
partly through counselling and partly over counselling.
Limits of ideology. Not all discourse is irredeemably ideological. Furthermore, CDA can systematize awareness,
critique ideology and arise possibilities of empowerment and change.
Fairclough was later not happy with the view of ideology in this paper but underlined that the features worth noting
were the idea that discourse may be ideologically creative and productive, the concept of ideological complex, the
question of whether discursive practices may be reinvested ideologically, and the broad sweep of features of texts
that are seen as potentially ideological (p.26)
1.- Contemporary society is post-traditional: This means that traditions have to be justified against alternative
possibilities rather than being taken for granted; that relationships in public based automatically upon authority are
in decline, as are personal relationships based upon rights and duties. Peoples self-identity, rather than to be a
feature of roles, is reflexively built up through a process of negotiation. This negotiation requires highly developed
dialogical capacities. The informalization (or conversationalization) of public discourse can be seen as a
colonization of the public domain by the practices of the private domain. On the other hand, it can be seen as an
appropriation of private domain practices by the public domain.
2.- Reflexivity, in the sense of the systematic use of knowledge about social life for organizing and transforming it,
is a fundamental feature if contemporary society (Giddens, p138). Technologization of discourse can be understood
as the constitution of expert systems (as developed by Giddens) whose domain is the discursive practices of public
institutions.
3.- Contemporary culture as promotional, consumer culture point to the marketization and commoditization and
about seeing the discourse as a vehicle for selling goods. The genre of consumer advertising has been colonizing
professional and public service orders of discourse, generating many new hybrid partly promotional genres (such as
the genre of contemporary university prospectuses).
The colonization of discourse has pathological and ethical effects. There is a serious problem of trust on the
discourses but there is a deeper consequence: it is increasingly difficult not to be involved oneself in promoting,
because self-promotion is becoming part-and-parcel of self-identity. This calls the ethics of language and discourse.
A critical awareness of language and discourse would then be a urgent prerequisite for democratic citizenship and a
urgent priority for language education.
Fairclough concludes that CDA is a resource for people who are trying to cope with the alienating and disabling
effects of changes imposed upon them.
7.- Ideology and identity change in political television
Like in the previous article, CDA is applied to discourses. Instead of analysing written documents, in this article
analyses media discourse specifically, one section of the late-night political discussion and analysis programme
which was broadcast during the 1992 general election in Britain. Fairclough argues that the discourse practice of the
programme effects a restructuring between the orders of discourse of politics, private life, and entertainment,
through a mixing of some of their constituent genres and discourses. Chat is an emergent television genre that is an
institutionalized simulation of ordinary conversation as a form of entertainment and humour. Humour takes an
important role as it is taken as a ground-rule that requires any serious political talk to be lightened by humour.. The
domain of politics is then restructured through redrawing of its boundaries with leisure and the media and the
everyday life. The complex discourse practice is realized in heterogeneities of meaning and form in the text. The
complexity of the discourse practice gives rise to a high level of ambivalence du to the mix of genres. The
complexity appears also to place heavy demands upon participants and cause difficulties for them which are
manifest in disfluencies and in failures to observe the humoristic rule, which are treated as sanctionable behaviour
by other participants. The paper concludes with a discussion of the ideological effects of these changes in political
discourse.
Section C: Textual analysis in social research
8.- Discourse and text: linguistic and intertextual analysis within discourse
analysis
CDA claims that close analysis of texts should be a significant part of social scientific analysis of a whole range of
social and cultural practices and processes. Some discourse analysts try to reduce all of social life to discourse, and
all of social science to discourse analysis. This is not the right approach. Discourse analysis has to take into
consideration the social and the cultural aspects and also the linguistic-discursive forms of domination and
exploitation. Critical awareness as a factor of domination should be developed and spread.
CDA has to establish itself as a method in social scientific research and must move beyond a situation of
multidisciplinarity and pluralism towards interdisciplinarity, which implies a higher level of debate from different
approaches, methods and theories. Furthermore, Fairclough claims that CDA papers should reproduce and analyse
textual samples in the original samples in the original language, despite the added difficulty for readers.
Even though the author observes a linguistic turn in social science, he exposes the four reasons why textual
analysis ought to have a more widely recognition as part of the methodologies of social science:
The theoretical reason is that texts constitute one important form of social action (linking the macro level with the
micro level). An important point is also that language is widely misperceived as transparent, so that the ideological
effects of language are overlooked.
The methodological reason is that texts constitute a major evidence for grounding claims about social structures
The historical reason is that texts are sensitive barometers of social processes, movement and diversity, and texts can
provide a good indicator of social change.
The political reason is that through texts the social control and the social domination is exercised (and indeed
negociated and resisted).
CDA see texts as a powerful basis for analysis but what is also important for the analysis is what is absent or omitted
from texts. Choice entails exclusion as well as inclusion argues Fairclough (p.210).
Structures and relations have become more unstable, and practices more diverse and open to negotiation, such that
there are many hybridizations of traditional medical, counselling, conversational, managerial and marketing genres
and discourses.
CDA needs a developed sense of and systematic approach to both context and text. The signifier (form) and
signified (content) constitute a dialectical and hence inseparable unity of the sign, so that one-sided attention to the
signified is blind to the essential material side and vice versa.
Section D: Critical language awareness
9. - Critical language awareness and self-identity in education
Power is predominantly exercised through the generation of consent rather than through coercion, through ideology
rather than through physical force. Change and instability make that forms of power and domination are being
radically reshaped, i.e. general processes of institutional marketization and discursive facets of sociocultural
processes of detraditionalization and informalization and the technologization of discourse as a peculiarly
contemporary form of intervention in discursive practices to the sociocultural change.
Educational institutions are heavily involved in these general developments affecting language. First, educational
practices themselves constitute a core domain of linguistic and discursive power. Second, many domains are
mediated and transmitted by educational institutions. Third, educational institutions are involved in educating people
about sociolinguistics order.
The author claims that CDA has an important role in the critical language awareness programmes to develop
the capacities of people for language critique, including their capacities for reflexive analysis of the educational
process itself. There are several reasons for the implementation of these programmes. The poor record of British
schools in foreign language learning is part of the rationale; there is an emphasis upon developing insight into
pattern and learning to listen as conditions for success in foreign language learning.
Some official educational reports claim that is vital for schools to teach pupils standard English. There is an
assumption that schools can help iron out the effects of social class and equalize the cultural capital of access to
prestigious varieties of English but standard English is promoted without developing a critical awareness of it. It
also creates a socially legitimized stigmatization of English varieties.
The author concludes that the founding motivation for CDA is the emancipation and the building of emancipated
forms of social life.
10. - The appropriacy of appropriateness
This article deals with the concept of appropriateness in language, and the commonplace view that varieties of a
language differ in being appropriate for different purposes and different situations. Fairclough argues that
appropriateness provides an apparent resolution of the paradox that se of standard English is to be taught, while use
of other varieties is to be respected; that an appropriateness model of variation is the acceptable face of
prescriptivism; and that giving an appropriateness view of language variation the status of knowledge inn language
awareness teaching serves an ideological role. He also suggests that the attempt to contain ethnicity- and genderrelated variation within the appropriacy model shows the need to go beyond it.
Language standardization is a matter of hegemony the hegemony of a particular class extended to the linguistic
sector of the cultural domain, manifested as the hegemony of a dialect.
According to Fairclough, learners should be encouraged to develop the ability to use standard English in
conventional ways when they judge it to be necessary to do so, because they will be disadvantaged if they do not
develop that ability. At the same time, they should be encouraged to see their own relationships and struggles as
members of various communities and to contribute to the shaping and reshaping of the sociolinguistic order. CDA
should not push learners to disadvantage and marginalization but it should equip them with the capacities of critical,
creative and emancipatory practice.