Critical Pedagogy & Critical Research

The International Research Foundation

for English Language Education

CRITICAL PEDAGOGY & CRITICAL RESEARCH:

SELECTED REFERENCES

(last updated 31 July 2016)

Alford, J. (2001). Learning language and critical literacy: Adolescent ESL students. Journal of Adolescent & Adult Literacy, 45, 238-242.

Anderson, G. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59(3), 249-270.

Bauman, R., & Briggs, C. (1990). Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology, 19, 59–88.

Beach, R., & Bruce, B. C. (2004). Using digital tools to foster critical inquiry. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 147-163). New York, NY: Peter Lang.

Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Benhabib, S. (1986). Critique, norm, and utopia: A study of the foundations of critical theory. New York: Columbia University Press.

Blackledge, A., & Creese, A. (2010). Multilingualism: A critical perspective. London: Continuum.

Blommaert, J. (2005). Discourse: A critical introduction. Cambridge, UK: Cambridge University Press.

Boutain, D. M. (1999). Critical language and discourse study: Their transformative relevance for critical nursing inquiry. Advances in Nursing Science, 21(3), 1-8.

Britzman, D. P. (1991). Practice makes practice: A critical study in learning to teach. New York, NY: SUNY Press.

Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass.

Browne, A. J. (2000). The potential contributions of critical social theory to nursing science. Canadian Journal of Nursing Research, 32(2), 35-55.

Brutt-Griffler, J., & Samimy, K. K. (1999). Revisiting the colonial in the postcolonial: Critical praxis for nonnative-English-speaking teachers in a TESOL program. TESOL Quarterly, 33(3), 413-431.

Byrne, M. (2000). Uncovering racial bias in fundamental nursing textbooks: A critical hermeneutic analysis of the portrayal of African Americans. Dissertation Abstracts International, 61(02B), 775.

Canagarajah, S. (2002). Multilingual writers and the academic community: Towards a critical relationship. Journal of English for Academic Purposes, 1,29–44.

Canagarajah, S. (2004). Subversive identities, pedagogical safehouses, and critical learning. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning(pp. 116–137). Cambridge, UK: Cambridge University Press.

Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931-949).Mahwah, NJ: Lawrence Erlbaum Associates.

Capper, C. A. (1998). Critically oriented and postmodern perspectives: Sorting out the differences and applications for practice. Educational Administration Quarterly, 34(3), 354-379.

Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.

Carspecken, P. F. (2001). Critical ethnographies from Houston: Distinctive features and directions. In P. F. Carspecken & G. Walford (Eds.), Critical ethnography and education (pp. 1-26). Oxford: JAI.

Carspecken, P. F., & Apple, M. (1992). Critical qualitative research: Theory, methodology, and practice. In M. D. LeCompte, W. L. Millroy & J. Preissle (Eds.), The handbook of qualitative research in education (pp. 507-553). San Diego, CA: Academic Press.

Carspecken, P. F., & Walford, G. (Eds.). (2001). Critical ethnography and education. Oxford: JAI.

Chapman, A. (1993). Making sense: Teaching critical reading across the curriculum. New York, NY: College Entrance Examination Board.

Cherryholmes, C. H. (1988). Power and criticism: Poststructural investigations in education. New York: Teachers College Press.

Childers, S. M. (2011). Getting in trouble: Feminist postcritical policy ethnography in an urban school. Qualitative Inquiry, 17(4), 345–354.

Chun, C. W. (2016). Addressing racialized multicultural discourse in an EAP textbook: Working toward a critical pedagogies approach. TESOL Quarterly, 50(1), 109-131.

Clark, R., & Ivanic, R. (1998). Critical discourse analysis and educational change. In L. van Lier & D. Corson (Eds.), The encyclopedia of language and education, Vol.6: Knowledge about language (pp. 217-227). Dordrecht: Kluwer.

Comber, B., & Simpson, A. (Eds.). (2001). Negotiating critical literacy in language classrooms. Mahwah, NJ: Erlbaum.

Cooker, L. (2008). Self-access materials. In B. Tomlinson (Ed.), English language learning materials: A critical review (pp. 110-132). London, UK: Continuum.

Correa, M. (2011). Advocating for critical pedagogical approaches to teaching Spanish as a heritage language: Some considerations. Foreign Language Annals, 44(2), 308-320.

Crookes, G., & Lehner, A. (1998). Aspects of process in an ESL critical pedagogy teacher education course. TESOL Quarterly, 32, 319 - 328.

Daigre, E. (2000). Toward a critical service-learning pedagogy: A Freirean approach to civic literacy. Academic Exchange Quarterly, 4,1-10.

Darder, A. (1995). Buscando America: The contributions of critical Latino educators to the academic development and empowerment of Latino students in the U.S. In C. L. Sleeter & P. L. McLaren, (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 320-330). Albany, NY: State University of New York Press.

del Bueno, D. (2005). A crisis in critical thinking. Nursing Education Perspectives, 26(5), 278-282.

Delgado, R., & Stefancic, J. (2000). (Eds.), Critical race theory: The cutting edge. Philadelphia, PA: Temple University Press.

Demeterio, F. (2001). Critical Hermeneutics-Jurgen Habermas. Retrieved October 14, 2005, from

Derrida, J. (1992). Passions: An oblique offering. In D. Woods (Ed.), Derrida: A critical reader (pp.5-35). Oxford: Blackwell.

Diekelmann, N., & Allen, D. (1989). A hermeneutic analysis of the NLN criteria for the appraisal of baccalaureate programs. In N. Diekelmann, D. Allen, & C. Tanner, The NLN criteria for appraisal of baccalaureate programs: A critical hermeneutic analysis. National League for Nursing,Pub. No. 15-2253, 3-34.

Edelsky, C., & Johnson, K. (2004). Critical whole language practice in time and place. Critical Inquiry in Language Studies, 1,121–141.

Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297-324.

Fairclough, N. (1995). Critical discourse analysis. London: Longman.

Fairclough, N. (1995). Critical language awareness and self-identity in education. In D. Corson (Ed.), Discourse and power in educational organizations (pp.257-272). Toronto, Ontario, Canada: Ontario Institute for Studies in Education Press.

Fairclough, N. (2001). The discourse of New Labour: Critical discourse analysis. In M. Wetherell, S. Taylor & S. J. Yates (Eds.), Discourse as data: A guide for analysis (pp. 229-266). Milton Keynes & London, UK: The Open University/Sage.

Fairclough, N. (2005). Critical discourse analysis, organizational discourse, and organizational change. Organization Studies, 26, 915-939.

Falihi, A., & Wason-Ellam, L. (2009). Critical visuality: On the development of critical visual literacy for learners’ empowerment. International Journal of Learning, 16(3), 409-417.

Flowerdew, J. (2011). Critical discourse analysis in historiography: The case of Hong Kong’s evolving political identity. Basingstoke, Hampshire UK: Palgrave Macmillan.

Fulton, Y. (1997). Nurses’ views on empowerment: A critical social theory perspective. Journal of Advanced Nursing 26(3),529-536.

Giroux, H. (1988). Schooling and the struggle for public life: Critical pedagogy in the modern age. Minneapolis, MN: University of Minnesota Press.

Giroux, H. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Brandy, MA: Bergin & Garvey.

Giroux, H. (1989). Schooling as a form of cultural politics: Toward a pedagogy of and fordifference. In H.Giroux & P.McLaren, P. (Eds.), Critical pedagogy, the state, and cultural struggle (pp. 125-151). Albany, NY: State University of New York Press.

Giroux, H. A. (2006). Theories of reproduction and resistance in the new sociology of education: Toward a critical theory of schooling and pedagogy for the opposition. In C. G. Robbins (Ed.), The Giroux reader (pp. 3-45). Boulder, CO: Paradigm.

Giroux, H., & McLaren, P. (Eds.). (1989). Critical pedagogy, the state, and cultural struggle. Albany, NY: State University of New York Press

Giroux, H., & McLaren, P. (Eds.). (1994). Between borders: Pedagogy and the politics of cultural studies. New York, NY: Routledge.

Gore, J. (1992). What we can do for you! What can "we" do for "you"? Struggling over empowerment in critical and feminist pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 54-73). New York: Routledge.

Gore, J. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York: Routledge.

Gore, J. (1998). On the limits to empowerment through critical and feminist pedagogies. In D. Carlson & M. W. Apple (Eds.), Power/Knowledge/Pedagogy: The meaning of democratic education in unsettling times. Boulder, CO: Westview Press.

Grosz, E. A. (1994). Volatile bodies: Toward a corporeal feminism. Bloomington, IN: Indiana University.

Hammond, J., & Macken-Horarik, M. (1999). Critical literacy: Challenges and questions for ESL classrooms. TESOL Quarterly, 33(3), 528-544. doi:10.2307/3587678

Harwood, N., & Hadley, G. (2004). Demystifying institutional practices: Critical pragmatism and the teaching of academic writing. English for Specific Purposes, 23, 355–377.

Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30-39). Cambridge: Cambridge University Press.

Hoy, D., & McCarthy, T. (1994). Critical theory. Oxford: Basil Blackwell.

Ironside, P. M. (2001). Creating a research base for nursing education: An interpretive review of conventional, critical, feminist, postmodern, and phenomenological pedagogies. Advances in Nursing Science 23(3), 72-87.

Janks, H. (2001). Identity and conflict in critical literacy. In B. Comber & A. Simpson (Eds.), Negotiating critical literacy in classrooms(pp. 137–150). Mahwah, NJ: Erlbaum.

Jessop, B. (2010). Cultural political economy and critical policy studies. Critical Policy Studies, 3, 336–356.

Jordan, S. & Yeomans, D. (1995). Critical ethnography: Problems in contemporary theory and practice.British Journal of Sociology of Education, 16(3), 389-408.

Joseph, C. (2008). Difference, subjectivities and power: (De)colonizing practices in internationalizing the curriculum. Intercultural Education, 19(1), 29-39.

Kamiyoshi, U. (2008). How Japanese education for young people has been discussed: A critical analysis from a relational viewpoint. In S. Sato & N.M. Doerr (Eds.), Rethinking language and culture in Japanese education: Beyond the standard (pp. 128-142). Bristol, UK: Multilingual Matters.

Kamler, B. (2001). Relocating the personal: A critical writing pedagogy. Albany: State University of New York.

Kanpol, B. (1999). Critical pedagogy (2nd ed.). Westpoint, CT: Praeger.

Kincheloe, J. L. (2004). Critical pedagogy. New York, NY: Peter Lang.

Kincheloe, J. L., & McLaren, P. (2000). Rethinking critical theory and qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 279-313). Thousand Oaks, CA: Sage.

Kincheloe, J. L., & McLaren, P. (2008). Rethinking critical theory and qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative research (pp. 403-455). Los Angeles: Sage.

Kubota, R. (2004). Critical multiculturalism and second language education. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning(pp. 30–52). Cambridge, UK: Cambridge University Press.

Kumagai, Y. (2008). On learning Japanese language: Critical reading of Japanese language textbooks. In S. Sato & N.M. Doerr (Eds.), Rethinking language and culture in Japanese education: Beyond the standard (pp. 201-217). Bristol, UK: Multilingual Matters.

Kumaravadivelu, B. (2003). Critical language pedagogy: A postmethod perspectiveon English language teaching. World Englishes, 22,539–550.

Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.

Lather, P. (1993). Fertile obsession: Validity after poststructuralism. The Sociological Quarterly, 34(4), 673-693.

Lather, P. (1996). Troubling clarity: The politics of accessible language. Harvard Educational Review, 66(3), 525-546.

Le, T., & Short, M. (Eds.). (2009).Critical discourse analysis: An interdisciplinary perspective. New York, NY: Nova Science Publishers.

Leeman, J. (2005). Engaging critical pedagogy: Spanish for native speakers. Foreign Language Annals, 38, 35-45.

Leeman, J., & Martínez, G. (2007). From identity to commodity: Discourses of Spanish in heritage language textbooks. Critical Inquiry in Language Studies, 4, 35-65.

Leeman, J., & Rabin, L. (2007). Reading language: Critical perspectives for the literature classroom. Hispania, 90, 304-315.

Levine, G. S., & Phipps, A. (Eds.) (2012).Critical and intercultural theory and language pedagogy. Boston, MA: Heinle.

Lin, A., & Luk, J. (2002). Beyond progressive liberalism and cultural relativism: Towards critical postmodernist, socio-historically situated perspectives in classroom studies. Canadian Modern Language Review, 59, 97–124.

Lincoln, Y. (1991). Advancing a critical agenda. In W.G. Tierney, (Ed.). Culture and ideology in higher education: Advancing a critical agenda (pp. 17-28). New York, NY: Praeger.

Luk, J., & Lin, A. (2014). Voices without words: Doing critical talk in English as a second language. TESOL Quarterly, 49(1), 67-91.

Luke, A. (2004). Two takes on the critical. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning(pp. 21–29). Cambridge, UK: Cambridge University Press.

Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent & Adult Literacy, 43(5), 448-461.

Luke, A., & Dooley, K. (2011). Critical literacy and second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp.856-867), New York, NY: Routledge.

Luke, A., & Elkins, J. (2002). Towards a critical, worldly literacy. Journal of Adolescent and Adult Literacy, 45, 668–673.

Macken-Horarik, M. (1998). Exploring the requirements of critical school literacy. In F. Christie & R. Mission (Eds.), Literacy and schooling (pp. 74-103). London, UK: Routledge.

Mackie, A. (2003). Race and desire: Toward critical literacies for ESL. TESL Canada Journal, 20(2), 23–37.

Masemann, V. L. (1982). Critical ethnography in the study of comparative education. Comparative Education Review, 26(1), 1-15.

May, S. (Ed.). (1999). Critical multiculturalism: Rethinking multicultural and antiracist education. London: Falmer Press.

McCarthy, T. (1978). The critical theory of Jürgen Habermas. Cambridge, MA: Massachusetts Institute of Technology Press.

McCarty, T. L. (2004). Dangerous difference: A critical-historical analysis of language education policies in the United States. In J. W. Tollefson & A. B. M. Tsui (Eds.), Medium of instruction policies: Which agenda? Whose agenda? (pp. 71-93). Mahwah, NJ: Lawrence Erlbaum Associates.

Mestenhauser, J. A. (2002). In search of a comprehensive approach to international education: A systems perspective. In W. Grünzweig & N. Rinehart (Eds.), Rockin' in Red Square: Critical approaches to international education in the age of cyberculture (pp. 165-213). Piscataway, NJ: Transaction.

Mikol, C. (2005). Teaching nursing without lecturing: Critical pedagogy as communicative dialogue. Nursing Education Perspectives, 26 (2), 86-89.

Miller, E. R. (2009). Orienting to “being ordinary”: The (re)construction of hegemonic ideologies in interactions among adult immigrant learners of English. Critical Inquiry in Language Studies, 6(4), 315-344.

Monchinski, T. (2008). Critical pedagogy and the everyday classroom. Dordrecht: Springer.

Morgan, B. (2007). Poststructuralism and applied linguistics: Complementary approaches to identity and culture in ELT. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 949-968). Norwell, MA: Springer.

Morgan, B., & Ramanathan, V. (2005). Critical literacies and language education: Global and local perspectives. Annual Review of Applied Linguistics, 25, 151–169.

Morgan, J. (2000). Critical pedagogy: The spaces that make the difference. Pedagogy, Culture and Society, 8(3), 273-289.

Murphey, T., & Falout, J. (2010). Critical participatory looping: Dialogic member checking with whole classes. TESOL Quarterly, 44(4), 811-821. doi:10.5054/tq.2010.237337

Muspratt, S., Luke, A., & Freebody, P. (Eds.) (1997).Constructing critical literacies: Teaching and learning textual practice. Cresskill, NJ: Hampton Press.

Nero, S. (2014). De facto language education policy through teachers' attitudes and practices: A critical ethnographic study in three Jamaican schools. Language Policy, 13(3), 221-242.

Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ: Erlbaum.

Norton, B., & Toohey, K. (Eds.) (2004). Critical pedagogies and language learning. Cambridge, UK: Cambridge University Press.

Nussbaum, E. M. (2002). The process of becoming a participant in small-group critical discussions: A Case study. Journal of Adolescent & Adult Literacy, 45, 488-497.

Oteíza, T., & Pinuer, C. (2016). Appraisal framework and critical discourse studies: A joint approach to the study of historical memories from an intermodal perspective. International Journal of Language Studies, 10(2), 5-32.

Pennycook, A. (1990). Critical pedagogy and second language education. System, 18(3), 303 - 314.

Pennycook, A. (1990). Towards a critical applied linguistics in the 1990’s. Issues in Applied Linguistics, 1, 8-28.

Pennycook, A. (1997). Vulgar pragmatism, critical pragmatism, and EAP. English for Specific Purposes, 16(4), 253-269.

Pennycook, A. (1998). English and the discourses of colonialism. London, GBR: Routledge.

Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum Associates.

Pennycook, A. (2004). Critical moments in a TESOL praxicum. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 327-345). Cambridge, UK: Cambridge University Press.

Price, S. (1999). Critical discourse analysis: Discourse acquisition and discourse practices. TESOL Quarterly, 33(3), 581-595.

Purvis, T., & Hunt, A. (1993). Discourse, ideology, discourse, ideology, discourse, ideology. The British Journal of Sociology, 44(3), 473-499.

Quantz, R. A. (1992). On critical ethnography (with some postmodern considerations). In M. D. LeCompte, W. L. Millroy & J. Preissle (Eds.), The handbook of qualitative research in education (pp. 447-505). San Diego, CA: Academic Press.

Quantz, R. A., & O'Connor, T. (1988). Writing critical ethnography: Dialogue, multivoicedness, and carnival in texts. Educational Theory, 38(1), 95-109.

Ramanathan, V. (2002). The politics of TESOL education: Writing, knowledge, critical pedagogy. New York, NY: RoutledgeFalmer.

Reagan, T.G. & Osborn, T.A. (2002). The foreign language educator in society: Toward a critical pedagogy. London, UK: Routledge.

Rhoads, R. A., & Valadez, J. R. (1996). Democracy, multiculturalism, and the community college: A critical perspective. New York, NY: Garland.

Richards, K., & Skelton, J. (1991). How critical can you get?. In A. Adams, B. Heaton, & P. Howarth (Eds.), Socio-cultural issues in English for academic purposes (pp. 24-40). London, UK: Modern English Publications, The British Council.

Rogers, R. (Ed.). (2004). An introduction to critical discourse analysis in education. Mahwah, NJ: Lawrence Erlbaum

Rogers, R. (2011). Critical approaches to discourse analysis in educational research. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (2nd ed., pp. 1-20). New York: Routledge.

Shea, C. M. (1998). Critical and constructive postmodernism: The transformative power of holistic education. In H. S. Shapiro & D. E. Purpel (Eds.), Critical social issues in American education: Transformation in a postmodern world (2nd ed.) (pp. 337–354). Mahwah, NJ: Erlbaum.

Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: University of Chicago Press.

Sleeter, C. E., & McLaren, P. (Eds.).(1995). Multicultural education, critical pedagogy, and the politics of difference. Albany, NY: State University of New York Press.

Smyth, J., & Shacklock, G. (1998). Behind the “cleansing” of socially critical research accounts. In G. Shacklock & J. Smyth (Eds.), Being reflexive in critical educational and social research (pp. 1-22). London, UK: Falmer Press.

Stanley, P. (2013). A critical ethnography of ‘Westerners’ teaching English in China: Shanghaied in Shanghai. Oxon: Routledge.

Stier, J. (2004). Taking a critical stance toward internationalization ideologies in higher education: Idealism, instrumentalism and educationalism. Globalisation, Societies & Education, 2(1), 83-97.

St. Pierre, E. A., & Pillow, W. S. (2000). Introduction: Inquiry among the ruins. In E. A. St. Pierre & W. S. Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods in education (pp. 1-24). New York: Routledge.

Street, B. (1995). Social literacies: Critical approach to literacy in development, ethnography and education. London: Longman.

Talmy, S. (2010). Achieving distinction through Mock ESL: A critical pragmatics analysis of classroom talk in a high school. In G. Kasper, H. Nguyen & D. Yoshimi (Eds.), Pragmatics and Language Learning 12 (pp. 211-251). Honolulu: University of Hawai‘i, National Foreign Language Resource Center.

Talmy, S. (2010). Critical research in applied linguistics. In B. Paltridge & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics (pp. 127-142). London: Continuum.

Talmy, S. (2013). Critical ethnography. In C.A. Chapelle (Ed.), The encyclopedia of applied linguistics. Hoboken, NJ: Wiley-Blackwell. Doi:10.1002/9781405198431.wbeal0279

Toohey, K. (1995). Qualitative research and teacher education: From the ethnography of communication to critical ethnography in ESL teacher education. TESOL Quarterly, 29, 576-581.

Tropello, P. D. (1996). Learning to learn finds critical placement. In V. M. Fitzsimons & M. L. Kelley, The culture of learning: Access, retention, and mobility of minority students in nursing (pp. 61-66). New York, NY: National League for Nursing Press.

Van Dijk, T. (2001). Principles of critical discourse analysis. In M. Wetherell, S. Taylor & S. J. Yates (Eds.), Discourse theory and practice: A reader (pp. 300-317). London: Sage.

Wallace, C. (2001). Critical literacy in the second language classroom: Power and control. In B. Comber & A. Simpson (Eds.), Negotiating critical literacies in classrooms(pp. 209–228). Mahwah, NJ: Erlbaum.

Wallace, C. (1992). Critical literary awareness in the EFL classroom. In N. Fairclough (Ed.), Critical language awareness (pp. 59-81). London, UK: Addison Wesley Longman.

Wang, G. (2015). Ethnic multilingual education in China: A critical observation. Working Papers in Educational Linguistics, 30(2), 35-47.

Warnick, B. (2002). Critical literacy in a digital era: Technology, rhetoric and the public interest. Mahwah, NJ: Erlbaum.

Warschauer, M. (1998). Researching technology in TESOL: Determinist, instrumental, and critical approaches. TESOL Quarterly, 32, 757-761.

Wink, J. (2000). Critical pedagogy: Notes from the real world. Reading, MA: Addison-Wesley Longman.

Wodak, R., & Chilton, P. (Eds.). (2005). A new agenda in (critical) discourse analysis: Theory, methodology and interdisciplinarity. Philadelphia, PA: John Benjamins Publishing Company.