In the current climate of renewed interest in empirical research it is important to also look to theoretical and methodological research frameworks that allow for imagining possible futures, as well as examining what already exists. Critical Discourse Analysis is one such framework that has the potential to provide a means of looking beyond examinations of both current phenomena and poststructural disruptions of dominant Discourse to imagining of possible future directions for education and knowledge creation. Following Chouliaraki and Fairclough (1999), supported by Gee (2005), we argue that critical analysis of discourse provides opportunity to examine both dominant Discourses in teachers conversations about their work and to also “show what unrealised alternative directions exist” (Chouliaraki & Fairclough, 1999, p. 4).
In this paper we discuss the preliminary work we have been doing in examining the Discourses embedded in teacher conversations about their work in a context of environmental and pedagogical change. We discuss the emerging the dominant Discourses as well as the spaces for alternative discourses and ways of imagining the future.