Economy and Self: A Critical Discourse Analysis of the Written Expressions of Elite and Non-Elite School Students

Abstract

The concept of self is inherently dynamic and lacks definitive boundaries. It encompasses the integration of various psychological, social, and cultural factors to form a coherent sense of self. The present research intends to investigate how economy and formal literacy impact the language-based self-expression of selected secondary school students, recognizing the fluidity and complexity of self-construction and representation. For this purpose, the researcher has implied an amended model by drawing upon Fairclough’s (1997) Critical Discourse Analysis, Gee’s (1999) Cultural Model of Discourse and Street’s (1984) Ideological Model of Literacy. The data collected is in the form of written essays taken from 200 randomly choosen students from elite and non-elite schools which is analyzed at word, sentence and discourse level. The research findings reveal perceptible differences in student perceptions based on socioeconomic backgrounds, influencing their self-construction; economy and literacy significantly impact individuals' opportunities and surroundings. This research will aid future studies in exploring how factors like race, ethnicity, and gender intersect to shape self-construction and representation among secondary school students.