Empowering Discourse: Discourse Analysis as Method and Practice in the Sociology Classroom

Collaborative learning and critical pedagogy are widely recognized as "empowering" pedagogies for higher education. Yet, the practical implementation of both has a mixed record. The question, then, is: How could collaborative and critical pedagogies be empowered themselves? This paper makes a primarily theoretical case for discourse analysis (DA) as a form of classroom practice that provides a structured framework for collaborative and critical pedagogies in higher education, with a special reference to sociology classroom practice. I develop a tripartite scheme for building a framework for sociological imagination that is, first, sensitive to the discursive aspects of social reality (learning "about" DA). Second, I illustrate the use of DA as pedagogical tool and classroom practice (learning "with" DA). Third, I discuss how discourse analytical ideas can be used in evaluating classroom interaction and how these reflexive insights can be used to enhance student empowerment (learning "through" DA).