An introduction to a postmodern approach to educational research: Discourse analysis

This article serves as an introduction to discourse analysis. Due to logistical reasons, because this is a relatively new and multifaceted approach in research, this article involves only introductory remarks about discourse analysis as approach to qualitative, reflexive educational research. Different postmodern “approaches” to qualitative nursing research derived from other disciplines are being rooted in nursing as epistemology. Discourse analysis is introduced as a Poststructuralist and Social Constructionist “approach” to educational research developing within the postmodern line of thought. The ideas on discourse analysis as a research “approach” of Parker (1992: 6-20) and Terre Blanche & Durrheim (1999: 154-167) are discussed. Discourse analysis could serve as a valuable “approach” in educational research as it challenges current dominant ways of understanding or viewing the objects of study. This process opens up space for alternative reflections that could lead to change