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.

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 International Students as Lucrative Markets or Vulnerable Populations: A Critical Discourse Analysis of National and Institutional Events in Four Nations

2013 ◽  
Vol 42 (1) ◽  
Author(s):  
Grace Karram
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Secondary Students ◽  
Foreign Students ◽  
National Level ◽  
The United States ◽  
Critical Discourse ◽  
Comparative Approach ◽  
Post Secondary ◽  
Current Events

The migration of post-secondary students is an increasingly debated phenomenon as the number of students living outside of their home country has risen to more than three million in the past decade. Governments, regions and institutions have developed new structures and strategies to facilitate and benefit from this worldwide student movement. This research article uses Fairclough’s (1993) notion of critical discourse analysis to explore the relationship between two distinct discourses on foreign students: national-level economic competitiveness and institutional-level student success. A comparative approach examines these discursive events in the four leading, Anglophone destination countries: Australia, Britain, Canada and the United States. The findings suggest that foreign students are objectified as tradable units in the market-driven discourse of economic development with student support literature providing a buffer that limits the critique of the economic discourse. At the same time, potential exists for current events to highlight the tension surrounding the two discourses and provide new opportunities for dialogue.

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.

scholarly journals Majoritarian Stories and Counterstories: Critical Race Theory Approaches to Countering Deficit Discourse in Higher Education

2022 ◽  
Author(s):  
Kirk Greenwood
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Social Class ◽  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Students Of Color ◽  
Postsecondary Institutions ◽  
Critical Discourse ◽  
Critical Race ◽  
Race Theory

This paper employs critical discourse analysis to interrogate rhetorics of academic deficit subtending institutional neglect of equitable opportunity for students of color at U.S. postsecondary institutions. It further reviews Critical Race Theory literature in education, paying special attention to research that foregrounds social class as a discriminate variable distinguishing truly liberatory pedagogies from the merely critical.

Telling Tales

1999 ◽  
Vol 9 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Greer Cavallaro Johnson
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Narrative Analysis ◽  
Power Relations ◽  
Local Level ◽  
Critical Discourse ◽  
Multiple Perspectives ◽  
Conversational Analysis ◽  
Relations Of Power

This paper presents a progressive understanding of the shifting power relations that are constructed in the telling of a courtship and marriage narrative by an Australian-Italian couple who have been married for well over thirty years. The focus on relations of power is pursued through attention to aspects of the sequenced talk to show how the couple work together to tell the interviewer a newsworthy story that is "old news" to each other. The use of two analytical frames derived from different combinations of narrative analysis (NA), conversational analysis (CA) and critical discourse analysis (CDA) facilitates two readings of the same data. The two frames provide different means of showing how the story tellers negotiate and happily survive specific threats to produce a congenially delivered story in the end. The use of first, a "bottom-up" approach to the data followed by a "top-down" approach enables power relations first at the local level between husband and wife to be inserted later into a wider ideological and discursive context. Overall the paper shows how the application of multiple perspectives to narrative analysis can deepen our understanding of storytelling practices. (Narrative analysis, Conversation analysis, Critical discourse analysis)

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