Ewing, B. F. (2017). Theorizing Participation, Engagement and Community for Primary and Secondary Mathematics Classrooms. Creative Education, 8, 788-812.
https://doi.org/10.4236/ce.2017.86058

has been cited by the following article:

• TITLE: Theorizing Critical Discourse Theory and Analysis for Investigating Mathematics Classrooms

  AUTHORS: Bronwyn Ewing

  KEYWORDS: Critical Discourse Theory, Critical Discourse Analysis, Mathematics Education

  JOURNAL NAME: Creative Education, Vol.8 No.13, October 23, 2017

  ABSTRACT: Critical Discourse Theory and its elements, discourse, language, power, ideology, subject positioning, struggle and discursive practice, allow a critical understanding of the issues of the working of power and its contestation, and the processes of inclusion and exclusion from social contexts such as mathematics classrooms. Critical Discourse Analysis as a method brings together the theoretical understandings of critical discourse theory to analyse social contexts as well as the language of research participants’ accounts. It enables an understanding of how power, discourse, and ideology are realised in accounts about mathematics learning in middle years secondary classrooms and in a Youth Reconnected Program at one Technical and Further Education Institute.