Critical discourse analysis and internet research

Abstract Many institutions have taken advantage of the proliferation of computer mediated communication networks (CMCs) to improve communication between members and/or interested individuals by establishing online discussion groups or listservs. Once established, the virtual communities that form around CMCs can often provide an increased sense of a participatory democracy. However, for authorities who manage these listservs, they can present new modes of governance that manifest themselves in the discursive practices revealed in online dialogue. Therefore, a new imperative has emerged for discourse analysts to develop a ‘toolkit’ designed to deconstruct these distinctive texts that are the artefacts of virtual discussion groups. This article explores the methodological issues that emerge when applying CDA (Critical Discourse Analysis) to a particular set of online texts through a critical evaluation of Fairclough's (2003) model of interdiscursive analysis. The virtual context in which this analysis occurs is the FRAMEWORK listserv, established and monitored by Education Queensland to assist in implementing the New Basics Trial in a selection of state schools. The results from this application of CDA are discussed with reference to some discursive practices observed in virtual communities. The implications of these research findings are explored in relation to the broader context of educational governance.