Discursive Strategies in Designing Textbook Tasks: Critical Subjectivities and Embodiments
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Abstract
This qualitative media education inquiry sought to critically identify and analyze the discursive strategies employed by textbook authors in conceptualizing and designing tasks in media literacy education. Using critical discourse analysis, the discursive strategies were examined based on how they contribute to the framing and setting of a media pedagogy that is contextual, creative, and critical. Among the discursive strategies that surfaced from the coded, thematized, and analyzed data include: 1) divergent and dialogic questioning, 2) binary opposition, 3) dialectical positioning, 4) collocation of ‘social’ as a form of contextualization, 5) omission and exclusion, 6) double legitimization, 7) popular in form and social in rendering, and 8) instantiation of alternative media. From the critical examination of the discursive strategies, exemplars were commended and some proposals were also forwarded.
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