This paper looks at the potential for the role of the methodological approach of Critical Discourse Analysis within the field of educational research. It argues that whilst somewhat under-utilized within the field of educational research, CDA has often been pigeonholed as being aligned with a particular methodological and epistemological stance. This paper argues that CDA can be seen in a more inclusive light and so offer insights to a wider range of researchers concerned with challenging domination and its values, beliefs and social practices. It addresses two major questions:
In what ways might researching issues of power and language be of value for educationalists?
Practically, how does one go about doing CDA?
The paper will present both a coherent theoretical and conceptual underpinning for the methodological approach in the educational context and a practical pedagogical, analytical and heuristic tool for the critical analysis of texts.