Power Relations in Academic Discourse

A Critical Discourse Analysis of Lecturer-Student Interrogation During Undergraduate Thesis Defense Sessions (Relasi Kuasa Dalam Wacana Akademik: Studi Wacana Kritis Interogasi Dosen-Mahasiswa Pada Ujian Skripsi Program Sarjana)

Bibliographic Data

ID22140146
AuthorsSultan (0000-0003-3306-9306, State University of Makassar, corresponding author), Sultan Sultan (0000-0003-1819-1549)
Year2022
Volume8
Issue2
Publication date2022-10-26
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueGramatika STKIP PGRI Sumatera Barat (JOURNAL)
Journal identifiersISSN: 2442-8485 • E-ISSN: 2460-6316
PublisherSTKIP PGRI Sumatera Barat (PUBLISHER • ID)
DOI10.22202/jg.2022.v8i2.6258
OpenAlexW4307558262
LanguageEN
References cited10

Due to the unequal positions of the participants, academic interactions that occur during undergraduate thesis defense sessions in universities are a social arena that allows the emergence of power relations. This study sought to elucidate the forms of interrogation employed by lecturers in academic discourse during undergraduate thesis defense sessions. This study employed a qualitative approach with a critical discourse analysis design. Data were collected through recording, observation, and interviews and then evaluated using a critical discourse analysis framework. The results showed that lecturers used various forms of questions in academic interactions, including closed-ended questions, open-ended questions, and task-oriented questions. These questions reflect the unequal relationship between lecturers and students. Lecturers have the authority to control and dominate academic interactions in undergraduate thesis defenses

Critical discourse analysis · Discourse analysis · Interrogation · Linguistics · Mathematics education · Pedagogy · Political science · Sociology · Education and Communication Studies · Education and Critical Thinking Development · English Language Learning and Teaching · Philosophy · Psychology

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