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Research methods for CDA of open policy in Virginia

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These slides are from my presentation in a research seminar course where I am designing a study that will be part of my PhD dissertation. I outline my theoretical framework in critical theory and semiotics, the approach of critical discourse analysis (CDA), data collection and data analysis.

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Research methods for CDA of open policy in Virginia

  1. 1. TRANSFORMATIVE POTENTIALS OF OPEN EDUCATION IN THEORY, POLICY, AND PRACTICE JAMISON R. MILLER
  2. 2. Open education has the potential to sustainably transform extant educational institutions into more equitable and democratic forms. THESIS: The subscription room at Lloyd's of London in the early 19th century. CC(0)
  3. 3. Open Education in 1) THEORY Open Education as a Real Utopia 2) POLICY The “Neoliberal Tinge” in Open Education?: A Critical Discourse Analysis of Open Education Policies in Virginia 3) PRACTICE From EDUPUNK to Open Policy: Critical Technology Praxis in Higher Education Image CC (BY-NC) Jonathan Cohen
  4. 4. The “Neoliberal Tinge” in Open Education?: A Critical Discourse Analysis of Open Education Policies in Virginia∎ Tkacz (2015) book, Wikipedia and the Politics of Openness, along with ∎ Critical Theory (Horkheimer, 1947;1972) and ∎ Semiotics and linguistics (Derrida, 1973; Foucault, 1972; Kristeva, ) constitute the theoretical framework for the study. Image: Warwick University
  5. 5. RESEARCH QUESTIONS: ● How are open educational resources and associated practices discursively framed in institutional and state policies and legislation in Virginia? ● What ideological underpinnings, beliefs, and meanings are evident in open education policy? ● How is open education discursively positioned as an alternative to extant practices in education? Image CC (BY-SA) Véronique Debord-Lazaro
  6. 6. Fairclough (1993, 1995) Texts present ideologies, beliefs, messages, and meanings. CDA proposes to illuminate these messages, how they are framed, and how they can be resisted and usurped. Gee (1999) Language is not merely a means of communication, but also orders social activity. CDA is concerned with how text presents discursive practices- the ways in which we are in the world. Martínez-Alemán (2015) Has been applying CDA in higher education policy analysis. Identifies its primary purposes as 1) to reveal ideological foundations of discourse, and 2) to provide evidence (data) to support corrective action Critical Discourse Analysis (CDA)
  7. 7. Image CC (BY-SA) Pleuntje DATA COLLECTION Virginia’s Legislative Information System & SCHEV ● Search “open education” + find related terms in targeted legislation (11) OER Policy Registry at Creative Commons ● Search “United States of America” + “Virginia” (7) Virginia Community College System ● Z-Degree and Zx23 programs (17) Four-Year Universities ● Virginia Tech, Virginia State, W&M Open education policies from 2007–2016
  8. 8. DATA ANALYSIS Image CC (BY) Angie Garrett Following Martínez-Alemán (2015), CDA is derived from an array of social science techniques and not a singular method. Thus, analysis is complex and will likely entail: Establishing context(s) ● Identification of connections between aspects that construct and restrict discourse ○ CULTURE, SOCIAL IDENTITY, and LANGUAGE ● Identification of linkages between TEXT, STRUCTURAL POWER, and CONTEXT Framing the text (McGregor, 2004) ● Power relations: who is depicted in power, who has agency, who does not? ● Omission of information, nominalization (converting verbs to nouns), passive verbs ● Presuppositions, what is assumed by the author? ● Insinuations and connotations ● Tone of certainty and authority ● Register, do the words spoken ring true?
  9. 9. DATA ANALYSIS Image CC (BY) Angie Garrett
  10. 10. ASSUMPTIONS ● Built on the assumptions that language is more than the mechanics of communication; it orders social practices and expresses ideology and thus holds impact on actions DELIMITATIONS ● Focused on institutional and state-level higher education policies from Virginia from 2007-2016 LIMITATIONS ● As open education policies are only just emerging, there are relatively few examples from which to draw ● This study will not be analyzing the impact of evident discourses Image CC (BY-SA) Edith Soto
  11. 11. TRANSFORMATIVE POTENTIALS OF OPEN EDUCATION IN THEORY, POLICY, AND PRACTICE JAMISON R. MILLER

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