How to Identify Negative Attitudes towards Inclusive Education: Critical Discourse Analysis of Russian Transcripts Using Role and Reference Grammar

Mariia Rubtcova, Oleg Pavenkov, Julia Varlamova, Valentina Kaisarova, Lidmila Volchkova, Galina Menshikova, Julia Denisova


This paper presents the Role and Reference Grammar (RRG) analysis that aims to reveal possibilities required for carrying out the interdisciplinary research development within Critical Discourse Analysis (CDA). It takes a closer look at conflicts, considering the example of a conflict situation occurred in reaction to the opening of the inclusive academic programme at one of St. Petersburg’s secondary schools. Role and Reference Grammar application demonstrates that the use of different verb types and macroroles has led to the various interpretations. These findings confirm that RRG could influence the increase of objectivity of the transcript analysis in qualitative social research. RRG provides new information which in combination with other methods can help us to understand the positions of participants involved into conflicts



Role and Reference Grammar, Inclusive Education, Qualitative social research in Sociology of Management

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