**5. Conclusion**

Frankfort school introduces the relationship between theory and society, social inquiry, and the interconnection of the social life with the economy, psychology, ethics, traditions, values, and focus on social and historical contexts [33]. In the same vein, Kim [16] argues that the primary consideration is the transformation of knowledge. The knowledge has radical consequences, and subjective and intersubjective practices are implied.

Social framework and cultural consciousness are in the central concern for the study of social inquiries and activities**.** Critical consciousness, cultural inheritance, and sociopolitical adaptation and aspirations are critical considerations in educational practices.

In Refs. [15, 34], the authors believe on multidisciplinary and transdisciplinary educational policy in the field of critical pedagogy. It has a connection to ideology, power, economics, politics, and knowledge diversity. Discursive practice, social phenomena, and cultural diversity are the key issues discussed in the articles. Weiss and Wodak [7] suggest critical pedagogy, value system, power relations, critical consciousness, and critical literacy rather than functional literacy to

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**Author details**

Yadu Prasad Gyawali

Mid-Western University, Surkhet, Nepal

provided the original work is properly cited.

\*Address all correspondence to: gyawaliyadu.gyawali@gmail.com

© 2020 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

*Ideological Interaction Theory in Critical Discourse Analysis*

promote a subjective form of knowledge, culture, and understanding. Following Refs. [4, 5, 8, 35, 36], the role of education should be for developing a critical consciousness; furthermore, the educational approaches are highly context-sensitive and democratic approaches take an ethical stance on social issues to transform society into an approach or attitude rather than a step method. The socio-transformative practices' impact is seen accompanied by sociopolitical, socio-historic contexts which contribute to the production and interpretation of the text and are crucial aspects of the analysis. However, social responsibility connected with ideological concern is crucial for critical pedagogy, and power relations determine that. The societal framework is the connecting paradigm where different social theories and approaches surround the mind, ideology, and perspectives.

*DOI: http://dx.doi.org/10.5772/intechopen.93366*

#### *Ideological Interaction Theory in Critical Discourse Analysis DOI: http://dx.doi.org/10.5772/intechopen.93366*

promote a subjective form of knowledge, culture, and understanding. Following Refs. [4, 5, 8, 35, 36], the role of education should be for developing a critical consciousness; furthermore, the educational approaches are highly context-sensitive and democratic approaches take an ethical stance on social issues to transform society into an approach or attitude rather than a step method. The socio-transformative practices' impact is seen accompanied by sociopolitical, socio-historic contexts which contribute to the production and interpretation of the text and are crucial aspects of the analysis. However, social responsibility connected with ideological concern is crucial for critical pedagogy, and power relations determine that. The societal framework is the connecting paradigm where different social theories and approaches surround the mind, ideology, and perspectives.
