Discourses and how to identify them
‘Discourse’ is a word that has many uses. For example, a conversation between two people can be
referred to as the discourse. However it is used, it refer generally to the way that meaning is shaped
through language use.
More specifically, it refers to the way that language shapes and is shaped by attitudes, values and
beliefs. Discourses can be identified by looking at the way that relationships, expressions of power
in those relationships and personal identity are evident in language use. It is fair to claim that a
discourse and discourses ‘underpin’ all exchanges of language (texts) at all times. Usually, there is
more than one discourse identifiable in a text.
Consider, for example, this utterance (text):
“If you don’t get a good education, you’ll just end up working in a fish and chip shop.”
In this ‘text’, obvious discourses (attitudes, values and beliefs that point to power, identity and
relationships) are apparent:
1. Education discourse – education is valued because of its relationship to work and particular
types of work. Hence, we can observe that the text (and the speaker who created the text)
privileges a particular type of work that is available through a “good education”.
2. Work discourse – work is valued though the value of work is not clarified – at least not in the
utterance/text. The value of work (and a particular type of work) is assumed by the speaker
and by most readers.
Discourses clearly have shaped the language used by the speaker. Discourses also enable the reader
to agree or ‘read with’ the invited meaning and discourses might also enable a reader to resist the
invited reading – to take issue with it, to oppose its assumptions. So discourse, then, refers to all the
multiple ways in which meaning occurs in a text as the reader/viewer/ audience ‘makes sense’ or
makes meaning from the text. This is why discourses are connected with values, attitudes and beliefs
AND with power, identity and relationships.
You can label a discourse by asking questions of a text – by interrogating it.
In the above example, we might ask the following questions:
1. Who is speaking to whom and under what circumstance? This question connects with
identity, relationship and power. The following types of people (identity) might have made
the remark and in each case a different relationship, a different kind of power and identity is
in play.
a. A teacher
b. A student (what type of student?)
c. A parent
d. A fish and chip shop worker
e. A ‘white collar’ worker (who required tertiary qualifications) such as a solicitor, a
businessman or business woman, a doctor, an accountant
2. What are the key words in the text that ‘invite’ a particular meaning or ‘privilege’ a
particular value or attitude?
a. “good education”; “just end up.” These words and phrases do the work of making
the values clear.
3. What assumptions and understandings are required to ‘make sense’ of this text?
‘Discourse’ is a word that has many uses. For example, a conversation between two people can be
referred to as the discourse. However it is used, it refer generally to the way that meaning is shaped
through language use.
More specifically, it refers to the way that language shapes and is shaped by attitudes, values and
beliefs. Discourses can be identified by looking at the way that relationships, expressions of power
in those relationships and personal identity are evident in language use. It is fair to claim that a
discourse and discourses ‘underpin’ all exchanges of language (texts) at all times. Usually, there is
more than one discourse identifiable in a text.
Consider, for example, this utterance (text):
“If you don’t get a good education, you’ll just end up working in a fish and chip shop.”
In this ‘text’, obvious discourses (attitudes, values and beliefs that point to power, identity and
relationships) are apparent:
1. Education discourse – education is valued because of its relationship to work and particular
types of work. Hence, we can observe that the text (and the speaker who created the text)
privileges a particular type of work that is available through a “good education”.
2. Work discourse – work is valued though the value of work is not clarified – at least not in the
utterance/text. The value of work (and a particular type of work) is assumed by the speaker
and by most readers.
Discourses clearly have shaped the language used by the speaker. Discourses also enable the reader
to agree or ‘read with’ the invited meaning and discourses might also enable a reader to resist the
invited reading – to take issue with it, to oppose its assumptions. So discourse, then, refers to all the
multiple ways in which meaning occurs in a text as the reader/viewer/ audience ‘makes sense’ or
makes meaning from the text. This is why discourses are connected with values, attitudes and beliefs
AND with power, identity and relationships.
You can label a discourse by asking questions of a text – by interrogating it.
In the above example, we might ask the following questions:
1. Who is speaking to whom and under what circumstance? This question connects with
identity, relationship and power. The following types of people (identity) might have made
the remark and in each case a different relationship, a different kind of power and identity is
in play.
a. A teacher
b. A student (what type of student?)
c. A parent
d. A fish and chip shop worker
e. A ‘white collar’ worker (who required tertiary qualifications) such as a solicitor, a
businessman or business woman, a doctor, an accountant
2. What are the key words in the text that ‘invite’ a particular meaning or ‘privilege’ a
particular value or attitude?
a. “good education”; “just end up.” These words and phrases do the work of making
the values clear.
3. What assumptions and understandings are required to ‘make sense’ of this text?
