2,222
Views
16
CrossRef citations to date
0
Altmetric
Original Articles

Ideology, rationality and reproduction in education: a critical discourse analysis

References

  • Alston, K. (1995). Begging the question: Is critical thinking biased? Educational Theory, 45(2), 225–233. doi: 10.1111/j.1741-5446.1995.00225.x
  • Apple, M.W. (1995). Education and power (2nd ed.). New York, NY: Routledge.
  • Apple, M.W. (2000). Official knowledge (2nd ed.). New York, NY: Routledge.
  • Apple, M.W. (2006). Educating the ‘right’ way: Markets, standards, God and inequality (2nd ed.). New York, NY: Routledge.
  • Apple, M.W. (2010). Global crises, social justice, and education. In M.W. Apple (Ed.), Global crises, social justice, and education (pp. 1–23). New York, NY: Routledge.
  • Apple, M.W., & Christian-Smith, L.K. (1991). The politics of the textbook. New York, NY: Routledge.
  • Arnot, M., & Dillabough, J. (1999). Feminist politics and democratic values in education. Curriculum Inquiry, 29(2), 159–189. doi: 10.1111/0362-6784.00120
  • Bailin, S. (1995). Is critical thinking biased? Clarifications and implications. Educational Theory, 45(2), 191–197. doi: 10.1111/j.1741-5446.1995.00191.x
  • Bailin, S., & Siegel, H. (2002). Critical thinking. In N. Blake, P. Smeyers, R. Smith & P. Standish (Eds.), The Blackwell guide to the philosophy of education (pp. 181–193). London: Blackwell.
  • Barthes, R. (1972). Mythologies. New York, NY: Hill and Wang.
  • Bernstein, B. (1977). Class, codes and control: Towards a theory of educational transmission (Rev. ed.). New York, NY: Routledge.
  • Bernstein, B. (1990). Class, codes and control: The structuring of pedagogic discourse. New York, NY: Routledge.
  • Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Rev. ed.). Lanham, MD: Rowman and Littlefield.
  • Bourdieu, P. (1984). Distinction. Cambridge, MA: Harvard University Press.
  • Brighouse, H., & Swift, A. (2009). Educational equality versus educational adequacy: A critique of Anderson and Satz. Journal of Applied Philosophy, 26(2), 117–128. doi: 10.1111/j.1468-5930.2009.00438.x
  • Clarke, J., & Newman, J. (1997). The managerial state. London: Sage.
  • Dale, R. (1989). The state and education policy. Buckingham: Open University Press.
  • Fairclough, N. (1995). Critical discourse analysis. New York, NY: Longman.
  • Fairclough, N. (2001). Language and power (2nd ed.). London: Longman.
  • Fisher, A. (2004). The logic of real arguments. Cambridge: Cambridge University Press.
  • Frederickson, M. (2004). Surveying gender: Another look at the way we teach United States history. The History Teacher, 37(4), 476–484. doi: 10.2307/1555552
  • Gramsci, A. (1971). Selections from the prison notebooks. New York, NY: Lawrence & Wishart.
  • Gutman, A. (1987). Democratic education. Princeton, NJ: Princeton University Press.
  • Habermas, J. (1971). Knowledge and human interests. Boston, MA: Beacon Press.
  • Habermas, J. (1989). The structural transformation of the public sphere: An inquiry into the category of bourgeois society. Cambridge, UK: Polity.
  • Hess, D. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.
  • hooks, B. (2010). Teaching critical thinking: Practical wisdom. New York, NY: Routledge.
  • Jencks, C. (1988). Whom must we treat equally for educational opportunity to be equal?. Ethics, 98(3), 518–533. doi: 10.1086/292969
  • Kliebard, H. (2004). The struggle for the American curriculum: 1893–1958 (3rd ed.). New York, NY: RoutledgeFalmer.
  • Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3–12. doi: 10.3102/0013189X035007003
  • Leech, G.N. (1974). Semantics. Harmondsworth: Penguin.
  • Lim, L. (2011). Beyond logic and argument analysis: Critical thinking, everyday problems and democratic deliberation in Cambridge International Examinations Thinking Skills curriculum. Journal of Curriculum Studies, 43(6), 783–807. doi: 10.1080/00220272.2011.590231
  • Lorde, A. (1984). Sister outsider: Essays and speeches by Audrey Lorde. Berkeley, CA: Crossing Press.
  • Lugg, C.A. (2003). Sissies, faggots, lezzies, and dykes: Gender, sexual orientation, and a new politics of education? Education Administration Quarterly, 39(1), 67–93. doi: 10.1177/0013161X02239762
  • Luke, A. (1995/96). Text and discourse in education: An introduction to critical discourse analysis. Review of Research in Education, 21(1), 3–48. doi: 10.3102/0091732X021001003
  • Martin, J.R. (1992). Critical thinking for a humane world. In S.P. Norris (Ed.), The generalizability of critical thinking (pp. 163–180). New York, NY: Teachers College Press.
  • McPeck, J.E. (1990). Teaching critical thinking: Dialogue and dialectic. New York, NY: Routledge.
  • Noble, D. (1979). America by design. New York, NY: Oxford University Press.
  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley CA: University of California Press.
  • Noddings, N. (1995). Philosophy of education. Boulder, CO: Westview Press.
  • Norris, S.P. (1995). Sustaining and responding to charges of bias in critical thinking. Educational Theory, 45(2), 199–211. doi: 10.1111/j.1741-5446.1995.00199.x
  • Nussbaum, M.C. (2004). Liberal education and global community. Liberal Education, 90(1), 42–47.
  • Offe, C. (1973). The abolition of market control and the problem of legitimacy. Kapitalistate, 1, 109–116.
  • Olssen, M. (1996). In defense of the welfare state and of publicly provided education. Journal of Educational Policy, 11(3), 337–362. doi: 10.1080/0268093960110305
  • Pateman, C. (1988). The sexual contract. Stanford, CA: Stanford University Press.
  • Paul, R., & Elder, L. (2005). Critical thinking competency standards. Tomales, CA: Foundation for Critical Thinking.
  • Pecheux, M. (1982). Language, semantics and ideology ( H. Nagpal, Trans.). London: Macmillan.
  • Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & Joseph, G.O. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365–416. doi: 10.3102/00346543075003365
  • Rose, N. (1999). Powers of freedom: Reframing political thought. Cambridge: Cambridge University Press.
  • Siegel, H. (1997). Rationality redeemed? Further dialogues on an educational ideal. London: Routledge.
  • Toulmin, S. (2001). Return to reason. Cambridge, MA: Harvard University Press.
  • Walters, K. (1994). Introduction. In K. Walters (Ed.), Re-thinking reason: New perspectives in critical thinking (pp. 1–22). Albany, NY: State University of New York Press.
  • Wheary, J., & Ennis, R.H. (1995). Gender bias in critical thinking: Continuing the dialogue. Educational Theory, 45(2), 213–224. doi: 10.1111/j.1741-5446.1995.00213.x
  • Wong, S.L. (1991). Evaluating the content of textbooks: Public interests and professional authority. Sociology of Education, 64(1), 11–18. doi: 10.2307/2112888
  • Yuval-Davis, N. (1997). Gender and nation. London: Sage.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.