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Text as a Site of Negotiation: A Model for Text Analysis

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Abstract

How can texts serve as sites of negotiation about learning and identity work? In the attempt to trace and describe how learning is negotiated between the learning environment and the learner, and how this process is constructed in a reflection text, this chapter presents a model for text analysis and some text-analytical approaches to apply it. The model is informed by activity theory, a sociocultural organizational theory. The model answers questions such as who does what, with whom, using what tools, driven by what object, and with what outcome, given their actions. The theoretical basis for linking context to text in this way originates in the framework of discourse analysis, which holds that texts are permeated by context and therefore will be open for contextual and ideological analysis.

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Notes

  1. 1.

    No utterance comes without a history. Utterances adhere to one another and to earlier utterances and to utterances in the futu re. Bachtin (1986) us ed Dostoevsky’s literary texts as a starting point for his theories about utterances in context .

  2. 2.

    Cf. Perelman (2004) ab out the universal auditorium—that is, a model “listener” to rhetorical argumentation.

  3. 3.

    Translated from Norwegian: created for herself a model reader as she wrote.

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  1. Södertörn University, Stockholm, Sweden

    Hélène Edberg

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  1. Hélène Edberg
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Edberg, H. (2018). Text as a Site of Negotiation: A Model for Text Analysis. In: Creative Writing for Critical Thinking. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-65491-1_5

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  • DOI: https://doi.org/10.1007/978-3-319-65491-1_5

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-65490-4

  • Online ISBN: 978-3-319-65491-1

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