2. Methodologies My empirical-historical analysis will be conducted in a methodological frame of a historically oriented, content and textual analysis, and critical discourse analysis. Discourse analysis is widely used in different ways. In regards to school textbook research, specific attention will be paid to the between language use ‘relationship and social This analysis also focuses on structure’ (Deacon et al., 1999: 146-148). of representation in which different social categories, different social practices ‘forms and relations are constructed from and in the interests of a particular point of view, a particular conception of social My project will also adopt a comparative reality’ (148). thematic content analysis. It will do so capturing and comparing the dominant themes in different texts, and decoding the emphasis, analysing the background and foreground information, especially the different ways of describing the same thing or different ways of defining the same term. The adoption of discourse analysis is closely linked to the method of narrative analysis in this report. Narrative analysis is another useful qualitative methodology in this part of research. One of the clearest explanations of this method can be found in Connelly and that are storytelling organisms who, Clandinin’s (1990) work, ‘humans individually and collectively, lead storied lives. Thus the study of narrative is the study of the ways humans experience the of world’ (2). Griffin (1992) noted ‘the use narrative mode to examine and exploit the temporality of social action and historical the historical from the nonhistorical in events’ (Griffin, 1992: 402). He defined sociological justification which is a product of converging comprehension of the “new” historical sociology. Historians and sociologists challenge the conventional view of the possibility of representing or by the use of “mirroring” sociohistorical actuality particular concepts, organisational techniques, and theories without speculating about the nature of the circumstances under investigation. Maines (1993) for example, classified and organised a the use of plot, setting, and story ‘through characterization that confer structure, meaning, and context on the events selected’ (21).Narrative is defined as the organisation of simultaneous actions and
2. Methodologies My empirical-historical analysis will be conducted in a methodological frame of a historically oriented, content and textual analysis, and critical discourse analysis. Discourse analysis is widely used in different ways. In regards to school textbook research, specific attention will be paid to the ‘relationship between language use and social structure’ (Deacon et al., 1999: 146-148). This analysis also focuses on ‘forms of representation in which different social categories, different social practices and relations are constructed from and in the interests of a particular point of view, a particular conception of social reality’ (148). My project will also adopt a comparative thematic content analysis. It will do so capturing and comparing the dominant themes in different texts, and decoding the emphasis, analysing the background and foreground information, especially the different ways of describing the same thing or different ways of defining the same term. The adoption of discourse analysis is closely linked to the method of narrative analysis in this report. Narrative analysis is another useful qualitative methodology in this part of research. One of the clearest explanations of this method can be found in Connelly and Clandinin’s (1990) work, that ‘humans are storytelling organisms who, individually and collectively, lead storied lives. Thus the study of narrative is the study of the ways humans experience the world’ (2). Griffin (1992) noted ‘the use of narrative mode to examine and exploit the temporality of social action and historical events’ (Griffin, 1992: 402). He defined the historical from the nonhistorical in sociological justification which is a product of converging comprehension of the “new” historical sociology. Historians and sociologists challenge the conventional view of the possibility of representing or “mirroring” sociohistorical actuality by the use of particular concepts, organisational techniques, and theories without speculating about the nature of the circumstances under investigation. Maines (1993) for example, classified and organised a story ‘through the use of plot, setting, and characterization that confer structure, meaning, and context on the events selected’ (21).Narrative is defined as the organisation of simultaneous actions and
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