ABSTRACT
Critical Discourse Analysis (CDA) holds much promise for educational research. Researchers using CDA can describe, interpret, and explain the relationships among language and important educational issues. One such issue is the current relationship among the economy, national policies, and educational practices. In what Gee and the New Literacy Scholars refer to as fast capitalism, the top-down model of business (and classroom) leadership has been abandoned for a “community of practice” model (e.g., Wenger, 1998; Wenger, McDermott, & Snyder, 2002) characterized by flattened hierarchies, the construction and distribution of knowledge, joint problem solving, and flexible and creative workers. Many new literacy classrooms fit this description. There is also a back-to-the-basics backlash at national and state levels-to return to an educational system reminiscent of factory models of education. Gee (2001) pointed out the contradictions embedded in such policies, especially when the world of work is moving in the opposite direction.
