scholarly journals Settlers, Sell-outs and Sons of the Soil: The Creation of Aliens in Zimbabwe and the Challenge for Higher Education

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Munyaradzi Hwami
Keyword(s):  
Higher Education ◽  
Civil Society ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Citizenship Education ◽  
Personal Experience ◽  
Critical Discourse ◽  
Great Zimbabwe ◽  
To Come

The contemporary colonial world is witnessing struggles for domination and existence that have led to exclusion of some groups on the basis of parameters defined by the powerful. This contribution observes practices and policies of belonging and exclusion developing in Zimbabwe and argues that higher education should take the lead in discussing and proposing citizenship education that would produce cosmopolitan patriots, responsible and tolerant citizens. The discussion is a critical discourse analysis of dominant colonial forces of authoritarian nationalism and neoliberalism supplemented by personal experience and engagement with students and faculty at the Great Zimbabwe University. What has been observed is the failure of civil society and state led programmes in this endeavour and the honours rests with higher education institutions to develop citizenship education rooted in ideals that critique hegemonic discourses. This demands a change in perspectival foci and this study advances the adoption of anti-colonial liberationist perspectives as one of the options if an end to classification of citizens as aliens and patriots is to come to an end.

scholarly journals The New CAAT: (Dis)illusions of Freedom and the New College Charter in Ontario

2010 ◽  
Vol 38 (1) ◽  
pp. 105-120
Author(s):  
Anita Arvast
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Performance Indicators ◽  
Local Level ◽  
Critical Discourse ◽  
New Era ◽  
Post Secondary

In 2002 a new Ontario college charter signaled a new era for higher education in Ontario. The charter was presumed to usher in a new way of doing higher education, one that provided greater freedom for Ontario colleges and presumably greater access for communities to higher education. Coupled with the Post-Secondary Choice and Excellence Act of 2000, which provided colleges the opportunity to offer degrees, the colleges appeared well set for the freedom they sought. With the decentralization of approval for curriculum comes an appearance of greater autonomy and authority at the local level; however, with steering mechanisms of funding, performance indicators, and discourses of the marketplace, globalization and performativity permeating curriculum processes, “freedom” remains strongly tempered. This paper uses Foucauldian and critical discourse analysis as a means of considering power and higher education in Ontario, and the limitations and opportunities for “freedom” within our existing discourses.  

scholarly journals ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective

2016 ◽  
Vol 19 (2) ◽  
pp. 46-62 ◽  
Author(s):  
Jean Claude Byungura ◽  
Henrik Hansson ◽  
Kamuzinzi Masengesho ◽  
Thashmee Karunaratne
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Capacity Building ◽  
Critical Discourse Analysis ◽  
National Level ◽  
Critical Discourse ◽  
Institutional Policies ◽  
Policy Documents ◽  
Ict Infrastructure ◽  
Implementation Level

Abstract With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to understand which claims of ICT capacity building are made. The analysis shows that strategies for building ICT capacities are evidently observed from national level policies and only in two institutional policies (KIST and NUR). Among 25 components of ICT capacity building used, the ones related to human capacity are not plainly described. Additionally, neither national nor institutional policy documents include the creation of financial schemes for students to acquire ICT tools whilst learners are key stakeholders. Although there is some translation of ICT capacity building strategies from national to some institutional policies, planning for motivation and provision of incentives to innovators is not stated in any of the institutional policies and this is a key to effective technology integration.

Convergence

2019 ◽  
pp. 121-147
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Network Theory ◽  
Actor Network Theory ◽  
Black Box ◽  
Critical Discourse ◽  
Actor Network ◽  
Social Partnership ◽  
To Come ◽  
Insight Into

Actor network theory as the “sociology of translation,” is used as a lens to examine the chronology of the development of the MOU Agreement, which provides insight into the mechanics of its formation and network of relations. Translation uncovered dimensions of the network's development: why associations between the actors were created, the factors that mobilized these heterogeneous parties to come together. Further, it also uncovered how their functions were ascribed and how stability or “black box” status was achieved. Critical discourse analysis (CDA) is positioned as a moment in ANT facilitating the analyses of the network linkages of the MOU actor network assist to identify the interactions at various levels of the MOU social partnership actor network. The two worldviews complement each other within an interpretivist framework revealing the potential to analyse network interactions through the lens of discourse.

scholarly journals Universal values as a barrier to the effectiveness of global citizenship education: A multimodal critical discourse analysis

2019 ◽  
Vol 11 (1) ◽  
pp. 87-102 ◽  
Author(s):  
Jenny Hatley
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Citizenship Education ◽  
Common Good ◽  
Global Citizenship ◽  
Well Being ◽  
Critical Discourse ◽  
Global Citizenship Education ◽  
Local Contexts ◽  
Universal Values

The United Nations Educational, Scientific and Cultural Organization's (UNESCO) approach to global citizenship education (GCE) includes a set of values termed 'universal values'. These social ideals include peace, justice and sustainability, and are normatively considered a common good. A multimodal critical discourse analysis of universal values within key UNESCO texts reveals that rather than moving societies towards genuine mutual human well-being, a central theme of GCE, universal values are counterproductive to the achievement of GCE. To enable GCE to achieve its aims, UNESCO needs to incorporate a diverse concept of values that allows for motivations and actions towards global citizenship more relevant to local contexts.

scholarly journals Multimodal critical discourse analysis of the cinematic representation of women as social actors

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Fábio Alexandre Silva Bezerra
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Gender Performativity ◽  
Social Actors ◽  
Representation Of Women ◽  
Introductory Part ◽  
The Media ◽  
The City

ABSTRACT In this paper, an expanded version of the visual social actor network (van Leeuwen 2008) is suggested in integration with the classification of fields proposed by Martin (1992). In the context of multimodal critical discourse analysis, such network has provided a template for the discussion of the data aiming to reveal and interrogate the construal of women’s agency in the introductory part of the first film Sex and the City (2008). Overall results place women’s actions mostly in the private sphere but also reveal instances of gender performativity (Butler 1990) that question social norms for women mainly imposed by the media.

scholarly journals Functional-Stylistic Analysis of Pre –Election Campaign Discourse

2018 ◽  
pp. 16-20
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Stylistic Analysis ◽  
Election Campaign ◽  
Election Campaigns ◽  
Wide Spread ◽  
Political Discourse Analysis ◽  
The Usa ◽  
To Come

The paper examines expressive means in D. Trump’s and H. Clinton’s pre-election discourse, which is considered in syntactic level, the field of the pre-election campaign 2016. Pre-election discourse is a topical direction of modern linguistics as in the period of holding of election campaigns the activity of political figures who use multiple linguistic means aimed at making electors’ to come to a necessary decision increases considerably. The analysis is conducted on official websites of both politicians, opened for the elections held in 2016 in the USA. It focuses on the expressive means in the texts of politicians in the first, second and third debates. The study is based on the theory of critical discourse analysis (Van Dijk, 2009), political discourse analysis and the theory of expressive analysis. The structural analysis shows the most wide-spread expressive means functioned in the texts of both politicians. А content analysis is viewed as expressive means (ellipse, reduplication, parceling) of the pre-election discourse to compare the number of expressive means used in both politicians’ discourse. The research gives a description and analysis of the expressive means in pre-election discourse.

scholarly journals Criticality in international higher education research: a critical discourse analysis of higher education journals

2018 ◽  
Vol 76 (6) ◽  
pp. 1091-1107 ◽  
Author(s):  
Chrystal A. George Mwangi ◽  
Sadaf Latafat ◽  
Shane Hammond ◽  
Suzan Kommers ◽  
Hanni S. Thoma ◽  
...  
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
International Higher Education ◽  
Higher Education Research ◽  
Higher Education Journals

scholarly journals Are STEM Syllabi Gendered? A Feminist Critical Discourse Analysis

2016 ◽  
Author(s):  
Laura Parson
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Research University ◽  
Education Institution ◽  
Critical Discourse ◽  
Higher Education Institution ◽  
Feminist Critical Discourse Analysis ◽  
And Gender

This study explored the gendered nature of STEM higher education institution through a feminist critical discourse analysis of STEM course syllabi from a Midwest research university. I explored STEM syllabi to understand how linguistic features such as stance and interdiscursivity are used in the syllabus and how language and discourses used in the syllabus replicate the masculine nature of STEM education. Findings suggest that the discourses identified in the syllabi reinforce traditional STEM academic roles, and that power and gender in the STEM syllabi are revealed through exploration of the themes of knowledge, learning, and the teaching and learning environment created by the language used in the syllabus. These findings inform and extend understanding of the STEM syllabus and the STEM higher education institution and lead to recommendations about how to make the STEM syllabus more inclusive for women.

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