Power relations in educational scientific communication—a critical analysis of discourse on learning styles

Abstract

Learning styles theory has been fiercely criticized, however, many educa-tionalists continue to use learning style typologies. This study gives an argument as to why a hermeneutical perspective in the learning styles debate is needed. A critical discourse analysis (CDA) is presented on four critical texts that aim to discourage the use of learning styles for educational purposes. Therefore, three steps are taken: (1) textual analysis involving argumentation style, with the focus on epistemology and discursive practices, (2) processing analysis involving interpretation, and (3) social analysis, relating the results to power structures in education. CDA demonstrates how the discourse on learning styles, as seen in these texts, results in unbalanced relationships between educational researchers and their readership. Discourse, as analyzed in these texts, leaves little space for professional decision-making. Researchers impose themselves as experts to be trusted. A more appropriate articulation of the discourse on learning styles could help reduce misunderstandings in the field of learning styles.

Learning styles theory has been fiercely criticized, however, many educationalists continue to use learning style typologies. This study gives an argument as to why a hermeneutical perspective in the learning styles debate is needed. A critical discourse analysis (CDA) is presented on four critical texts that aim to discourage the use of learning styles for educational purposes. Therefore, three steps are taken: (1) textual analysis involving argumentation style, with the focus on epistemology and discursive practices, (2) processing analysis involving interpretation, and (3) social analysis, relating the results to power structures in education. CDA demonstrates how the discourse on learning styles, as seen in these texts, results in unbalanced relationships between educational researchers and their readership. Discourse, as analyzed in these texts, leaves little space for professional decision-making. Researchers impose themselves as experts to be trusted. A more appropriate articulation of the discourse on learning styles could help reduce misunderstandings in the field of learning styles.