Critical Discourse Analysis, Adult Education and "Fitba"

Autor/in	Player, John
Titel	Critical Discourse Analysis, Adult Education and "Fitba"
Quelle	In: Studies in the Education of Adults, 45 (2013) 1, S.57-66 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
Schlagwörter	Adult Education; Discourse Analysis; Critical Literacy; Team Sports; Social Systems; Adult Literacy; Educational Strategies + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Diskursanalyse; Kritisches Lesen; Mannschaftssport; Social system; Soziales System; Lehrstrategie
Abstract	In this article I will use an example of current adult education practice, the Glory and Dismay Football Literacies Programme (GDFLP) to appraise the value of critical discourse analysis (CDA) for adult learners, both individually and collectively, and for adult education practitioners with an interest in developing critical literacy skills. The purpose of CDA is to unveil dominant discourses within capitalist social relations and it therefore presents a useful way of thinking about the development of critical literacy. The article draws upon a complimentary range of both theoretical and methodological perspectives to explore the football literacies programme and uses examples of CDA to reveal insights into dominant discourses within the football genre. Football, I suggest, is a conduit, a platform, a "code" for understanding the deliberately complex structures and phenomena of capitalist society. Moreover, to assist learners in critical literacy pedagogy to "decode" football as a discursive formation I will define a discursive formation and suggest educational strategies for its deconstruction. (As Provided).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/academic-journals/studies#
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10