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The purpose of this paper is to elaborate on John B. Thompson's “tripartite approach” for the analysis of mass media communication, highlighting how this methodological framework can help address some of the shortcomings apparent in extant studies on accounting which purport to analyse accounting “texts”.

By way of example, the paper develops a critique of an existing study in accounting that adopts a “textually‐oriented” approach to discourse analysis by Gallhofer, Haslam and Roper. This study, which is informed by Fairclough's version of critical discourse analysis (CDA), undertakes an analysis of the letters of submission of two business lobby groups regarding proposed takeovers legislation in New Zealand. A two‐stage strategy is developed: first, to review the extant literature which is critical of CDA, and second, to consider whether these criticisms apply to Gallhofer et al. Whilst acknowledging that Gallhofer et al.'s (2001) study is perhaps one of the more comprehensive in the accounting literature, the critique developed in the present paper nevertheless highlights a number of limitations. Based upon this critique, an alternative framework is proposed which allows for a more comprehensive analysis of accounting texts.

The critique of Gallhofer et al.'s study highlights what is arguably an overemphasis on the internal characteristics of text: this is referred to by Thompson as the “fallacy of internalism”. In other words, Gallhofer et al. draw inferences regarding the production of the letters of submission from the texts themselves, and make implicit assumptions about the likely effects of these texts without undertaking any formal analysis of their production or reception, or without paying sufficient attention to the social and historical context of their production or reception.

Drawing on Thompson's theory of mass communication and his explication of the hermeneutical conditions of social‐historical enquiry, the paper outlines a range of theoretical considerations which are pertinent to researchers interested in studying accounting texts. Moreover, building on these theoretical considerations, the paper delineates a coherent and flexible methodological framework, which, it is hoped, may guide accounting researchers in this area.

The purpose of this paper is to tackle the problem of societal knowledge management from the perspective of critical management research. The focus is on national intellectual capital analysis as part of societal knowledge management. First, the aim is to identify the dominant discourse that governs the discussion around national intellectual capital and its measurement. Second, the aim is to explore the prospects for an alternative conceptualisation and to propose a heuristic tool through which it is possible to approach national intellectual capital and its measurement in a critical, informed and analytic way.

The study takes a critical standpoint and leans loosely on the methodology of critical discourse analysis by Norman Fairclough.

The paper argues for the emancipation of national intellectual capital from the orthodoxy that relates it to economic growth, quantitative measurement, objectivity and universality towards a discourse that regards the value of national intellectual capital and its analysis more broadly, recognising the contextual and subjective nature of national intellectual capital.

The conceptual analysis provides a basis for further empirical assessment of national intellectual capital.

The paper offers a critical conceptual lens through which to approach societal knowledge management. The constructed heuristic tool for analysing national intellectual capital can serve as a basis for strategic knowledge‐based development.

The paper offers a critical reflection of intellectual capital on the national/societal level and a starting point for critical societal knowledge management.

This chapter develops a new reference for local government accountability in socioenvironmental issues based on the views of leading socioenvironmental nongovernmental Organisations (NGOs) in Indonesia. This study introduces an alternative view related to the government accountability model by focussing more on the socioenvironmental issues, which tend to be marginalised due to the dominance of [neo]liberal economic development and New Public Management paradigm in the praxis of government. A Fairclough's critical discourse analysis method has been applied to annual reports from three main socioenvironmental NGOs in Indonesia ranging from 2015 to 2018. This study found that there are three important notes for the local government's regulation, practice and accountability's activities to be in a line with the sustainable paradigm and the views of these NGOs. First and the foremost, the government's policy should give attention to public needs and ecological standards. Secondly, the rights and obligations related to the environmental issues should be transparent and accountable. Lastly, the government should release the accountability reports in full disclosure document and make the reports publicly available for various stakeholders. In particular, the accountability reports play a role as a tool for people to monitor the government's activities in socioenvironmental issues. This research implies an alternative view in the context of socioenvironmental accounting literature enrichment. It also provides valuable input to other governments, especially in developing countries and countries with economic growth that are highly reliant on the natural resources sector, in order to manage and account for their natural wealth in a more responsible and sustainable manner. Likewise, this research offers an alternative discourse of socioenvironmental accountability from the view of socioenvironmental NGOs in Indonesia.

This paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and “systematic process of data collection and analysis focused on changing teaching” (p. 167). Findings from the larger qualitative study demonstrate the work of collecting transcripts and using discourse analysis to analyze classroom discourse fostered high school English teachers’ knowledge and skills for facilitating critical conversations (Schieble et al., 2020). For this paper, the authors highlight Paula, a white, female secondary teacher who is dual certified in English Language Arts and ESL. Findings from Paula’s case demonstrate the ways the teacher inquiry group disrupted Paula’s language ideologies of linguistic purism, an ideology embedded in white supremacist and colonialist, hegemonic language policies and practices (Kroskrity, 2004), and transformed her instructional practices over time.

The research used qualitative methods for design and scope to generate an information-rich instrumental case study (Stake, 1995). Case study is a form of qualitative inquiry that concentrates on experiential knowledge of the case. This study used case study methods to construct an instrumental case to understand how participation in the teacher inquiry group shaped Paula’s facilitation of critical conversations. Data analysis used inductive and deductive qualitative coding procedures and discourse analysis (Gee, 2004; Rogers, 2018) to address the research questions.

Findings demonstrate that prior to meeting with the teacher inquiry group, Paula’s teaching practices embodied linguistic separatism by emphasizing that standardized English was the “appropriate” way to participate in critical conversations. Through studying her classroom discourse, the inquiry group supported her to critically question these instructional practices and ideologies. Findings demonstrate that the work of the inquiry group supported her embodiment and articulation of a translanguaging ideology that supported her facilitation of critical conversations.

Findings from this study contributes to scholarly and professional knowledge about how models of teaching as inquiry (Manfra, 2019) demonstrate a positive or reconstructive impact on teacher and student learning. This study highlights the potential for reconstructive shifts in the context of how teachers learn together and the tools that support them in doing so.

This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.

Data presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.

Findings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.

Previous literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

The purpose of this paper is to provide an overview of the current and past work using discourse analysis in the field of educational administration and of discourse analysis as a methodology.

Authors reviewed research in educational leadership that uses discourse analysis as a methodology.

While discourse analysis has been used in the field, little work has been done that explores “leadership” as a discourse practice.

Increased use of discourse analysis in the field might unearth the ways principals and superintendents are creators of discourse and mediators of the discourses of others.

The purpose of this paper is to take conceptual and methodological steps towards the elaboration of the critical grounded theory (CGT) method.

Starting from conceptual issues with mapping everyday discourses and practices in their broader societal context in organisational ethnography, cultural political economy (CPE) is proposed as a suitable theoretical framework for integrating the cultural dimension of discourses and imaginaries into political-economic analyses of organisation and management. The CGT method is introduced for empirical operationalisation.

Grounded theory tools for working with ethnographic data can be employed within critical approaches such as CPE although they originate from positivist social science. The need to combine ethnographic fieldwork with substantial theoretical work and/or critical discourse analysis may be met by CGT, which affords the ethnographic strengths of grounded theory without, however, bracketing the critical-theoretical insights of CPE.

The usefulness of CGT has been tentatively tested, but requires thorough meta-theoretical and methodological development, which is what is undertaken here.

CGT expects and takes account of the social implications of its employment in the field.

First steps towards a new critical method for organisation and management studies are taken. Although originating from concern with CPE, the CGT method may appeal to a wider audience of critical scholars across the social sciences.

Sleep apps installed on smartphones are increasingly being used to help people overcome sleep problems. The purpose of this chapter is to identify the discourses that underpin discursive constructions of the potential sleep app user in sleep app marketing communication. According to critical marketing theory, discursive constructions of the potential consumer in marketing communication promote the potential consumer’s identification and alignment, priming the potential consumer to consider positively the product being marketed. In that sense, marketing (of sleep apps, or indeed anything) is culturally significant, as it provides templates for forms of identity, and affects the meanings and objects that circulate within a culture.

A data set consisting of the promotional material that was used to market acclaimed sleep apps was analysed using Foucauldian discourse analysis (FDA). The following discourses were identified in the data: disempowerment, pathologisation, ignorance, behaviourism, responsibilisation, mindfulness, seduction, convenience or common sense, empowerment and individualisation. These discourses indicate how sleep apps are legitimised as technical appendages to be installed into people’s phones and integrated into their lives. They also underpin the discursive identities that summon potential consumers into alignment. This chapter contributes to our understandings of the discursive mechanisms that lie behind the growing uptake of sleep apps. It also demonstrates the value of combining discourse analysis with relevant critical theory to gain insights into the emerging phenomenon of app culture.

This chapter briefly explores selected English and general education policy documents, curricula, and textbooks within the context of Kingdom of Saudi Arabia (KSA) from a Critical Discourse Analysis perspective and examines how they have changed pre- and post-21st century. First, a policy document related to education in KSA in general (pre-21st century) is analyzed along with an English language teaching (ELT) policy document of the same period. Next, two general policy documents post-21st century are explored, followed by one related to ELT policy. Finally, one post-21st century document related to higher education is discussed. The “network of practices” within which these documents are situated are first detailed, as well as the structural order of the discourse, and some linguistic analysis of the choice of vocabulary and grammatical structures (Meyer, 2001). Issues which might be problematic to the learning and teaching identities of the students and teachers interpreting these documents are also highlighted. Finally, we consider whether the network of practices at this institution and KSA in general “needs” the problems identified in the analysis and critically reflect on the analysis.

Institutional ethnography (IE) is a social ontology pioneered by Dorothy Smith, the Canadian feminist-sociologist. Conceptualizing discourse as social relations that are organized by the activities of people and are empirically investigable, IE has been increasingly employed by researchers outside of sociology in fields such as education and health. The goal in these cases has often been to explicate the effects of power flowing through textually mediated discourses that work to reconfigure local practices to align with official policy mandates. Yet the discourse analysis performed in much IE to date has not paid close linguistic attention to the way specific actors utilize texts in an active appropriation of what Smith calls the “ruling relations” constituting official discourses. Using data from an IE of student equity practices in Australian higher education, this chapter illustrates how a Fairclough-inspired critical discourse analysis (CDA) of the “orders of discourse” assembled within a relay of university and government texts is able to provide useful analytical purchase on how equity policies are actively appropriated within a university outreach practice. It demonstrates how the accomplishment of student equity outreach involves the hybridizing of equity and excellence discourses in ways that bolster the dominant position of an Australian university. This working together of distinct IE and CDA approaches offers possibilities for more nuanced accounts of individual and collective agency in the process of semiotic and social change.