Higher Education Discourse and Deconstruction

This book presents a critique of neoliberalism within UK Higher Education, taking its cue from approaches more usually associated with literary studies.

Higher Education Discourse and Deconstruction

Author: Neil Cocks

Publisher: Springer

ISBN: 3319529838

Page: 95

View: 900

This book presents a critique of neoliberalism within UK Higher Education, taking its cue from approaches more usually associated with literary studies. It offers a sustained and detailed close reading of three works that might be understood to fall outside the established body of educational theory. The unconventional methodology and focus promote irreducible difference and complexity, and in this stage a resistance to reductive discourses of managerialism. Questioning the materialism to which all sides of the contemporary pedagogical debate increasingly appeal, the book sets out a challenge to investments in ‘excellence’, ‘transparency’ and objecthood. It will be of interest to students and researchers in the fields of education, sociology, and literary theory.

Reconstructing Policy in Higher Education

Foucault defines discourse as a particular way of organizing meaning and hence
of ordering the world (Lee, 1992). ... Deconstruction enables us to probe the
production and reception of texts, to examine the key elements of any rhetorical ...

Reconstructing Policy in Higher Education

Author: Elizabeth J. Allan

Publisher: Routledge

ISBN: 1135197970

Page: 272

View: 796

Reconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars and provides concrete examples of how feminist poststructuralism effectively informs research methods and can serve as a vital tool for policy makers, analysts, and practitioners. The research examines a range of topics of interest to scholars and professionals including: purposes of Higher Education, administrative leadership, athletics, diversity, student activism, social class, the history of women in postsecondary institutions, and quality and science in the globalized university. Students enrolled in Higher Education and Educational Policy programs will find this book offers them tools for thinking differently about policy analysis and educational practice. Higher Education faculty, managers, deans, presidents, and policy makers will find this book contributes significantly to their own policy analysis, practice, and discourse. Elizabeth J. Allan is an Associate Professor of Higher Education at the University of Maine where she is also an affiliated faculty member with the Women’s Studies program. Susan V. Iverson is an Assistant Professor of Higher Education Administration & Student Personnel at Kent State University where she is also an affiliated faculty member with the Women’s Studies Program. Rebecca Ropers-Huilman is a Professor of Higher Education at the University of Minnesota.

Deconstructing Apartheid Discourse

The thought of the organic intellectuals which we are about to discuss – the
Scripturalists at the Potchefstroom University for Christian Higher Education , the
cultural nationalists and the racial determinists – facilitated the production of such
a ...

Deconstructing Apartheid Discourse

Author: Aletta J. Norval

Publisher: Verso

ISBN: 9781859841259

Page: 388

View: 969

The book thus seeks to trace the construction and contestation of the central axes around which its political frontiers were organized.

Gender and Higher Education

These issues have been debated vigorously in the field of gender and education.
... But it is undoubtedly the poststructuralist deconstruction of metanarratives and
“truth discourses” that has aroused most anxiety among feminists and ...

Gender and Higher Education

Author: Barbara J. Bank

Publisher: JHU Press

ISBN: 0801897823

Page: 434

View: 895

Encyclopedic review about gender and its impact on American higher education across historical and cultural contexts. The contributors describe the ways in which gender is embedded in the educational practices, curriculum, institutional structures and governance of colleges and universities. Topics included are: institutional diversity; academic majors and programs; extracurricular organizations such as sororities, fraternities and women's centers; affirmative action and other higher educational policies; and theories that have been used to analyze and explain the ways in which gender in academe is constructed.

Routledge Handbook of Higher Education for Sustainable Development

[so that we may clarify trends in social theory and] ... stop simply bobbing in the
wake of mainstream education discourse. ... Lather (1995) suggested at the time
that the critical project could continue under the banner of deconstruction (which

Routledge Handbook of Higher Education for Sustainable Development

Author: Matthias Barth

Publisher: Routledge

ISBN: 131791810X

Page: 480

View: 112

The Routledge International Handbook of Higher Education for Sustainable Development gives a systematic and comprehensive overview of existing and upcoming research approaches for higher education for sustainable development. It provides a unique resource for researchers engaged in the field of higher education for sustainable development by connecting theoretical aspects of the range of relevant methodologies, showing the interdisciplinary aspects of the research field and illustrating the breadth of research directions. With a team of international authors from leading universities in research and teaching in higher education for sustainable development this Handbook brings together a broad range of research approaches and shows how these approaches are reflected in the research practice in higher education for sustainable development. Key topics include: Research Paradigms and Methodologies Ongoing and Future Directions of Research Meta-Analysis and Reviews Policy and Politics Challenges for Implementation Action Research and Transdisciplinary Perspective Gender, Diversity and Post-Colonial Perspectives Operationalising Competencies Outcome-Oriented Research Curriculum Change Organisational Change and Organisational Learning Community and Partnerships University Appraisal Systems and Indicators Evaluation Approaches Engaging Academic Teachers Good Practice Learning and Teaching Transformative Leadership and Change Strategies This Handbook is an invaluable research and teaching tool for all those working in higher education for sustainable development.

Oral Discourse and Education

547 ) , which reveal how crucial linguistic misunderstanding is in higher
education , and highlight the determining role of ... 5 ; Cowie et al . , 1994 ) have
led to the demystifying of academic discourse and the deconstruction of the
power of the ...

Oral Discourse and Education

Author: Bronwyn Davies

Publisher: Springer Science & Business Media

ISBN: 9780792346395

Page: 276

View: 327

This work examines spoken language as a field of study, looking at the various ways in which we can both theorize the place of talk in education, and examine the way talk is actually done in educational settings. It brings quite different and important perspectives to the study of education. It is relevant to teachers at primary, secondary and tertiary levels and for researchers interested in spoken language in educational contexts.

Teaching By Numbers

Taubman offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach.

Teaching By Numbers

Author: Peter Maas Taubman

Publisher: Routledge

ISBN: 1135886296

Page: 256

View: 533

Taubman offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. He maps the totality of the transformation, taking into account the constellation of forces shaping it, and proposes an alternative vision of teacher education.

Understanding College and University Organization

Much of higher education, Derrida argued, is organized around the principle of
determining binary distinctions ... (1976) sought to bring these people, groups,
and ideas to the center of discourse through a process called deconstruction.

Understanding College and University Organization

Author: James L. Bess

Publisher: Stylus Publishing, LLC

ISBN: 1579227732

Page: 506

View: 712

Now available in paperback, this two-volume work is intended to help readers develop powerful new ways of thinking about organizational principles, and apply them to policy-making and management in colleges and universities. The book is written with two audiences in mind: administrative and faculty leaders in institutions of higher learning, and students (both doctoral and Master's degree) studying to become upper-level administrators, leaders, and policy makers in higher education. It systematically presents a range of theories that can be applied to many of the difficult management situations that college and university leaders encounter. It provides them with the theoretical background to knowledgeably evaluate the many new ideas that emerge in the current literature, and in workshops and conferences. The purpose is to help leaders develop their own effective management style and approaches, and feel confident that their actions are informed by appropriate theory and knowledge of the latest research in the field. Without theory, organizational leaders are forced to treat each problem that they encounter as unique–as if it were a first-time occurrence. While leaders may have some experience with a particular issue, their solutions are usually not informed by the accumulated wisdom of others who have already encountered and resolved similar situations. The authors approach the theory of the organization and administration of colleges and universities from three quite different perspectives, or paradigms, each relying on different assumptions about the “reality” of organizational life in colleges and universities. The positivist paradigm–primarily an omnibus systems theory–integrates the chapters into a comprehensive, yet easily accessible whole. Social constructionism, the second paradigm, is introduced in each chapter to illuminate the difficulty of seeking and finding meaningful consensus on problems and policies, while also addressing important ethical issues that tend to be overlooked in leadership thought and action. The third paradigm, postmodernism, draws attention to difficulties of logic and communication under the constraints of strictly linear thinking that “authorities” at all levels attempt to impose on organizations. This “multiple paradigm” approach enables readers to become more cognizant of their own assumptions, how they may differ from those of others in their organization, and how those differences may both create difficulties in resolving problems and expand the range of alternatives considered in organizational decision making. The book offers readers the tools to balance the real-world needs to succeed in today’s challenging and competitive environment with the social and ethical aspirations of all its stakeholders and society at large. The authors’ aim is to elucidate how administration can be made more efficient and effective through rational decision-making while also respecting humanistic values. This approach highlights a range of phenomena that require attention if the institution is ultimately to be considered successful.

The Wow Factor

Australian Institute of Art Education, University of Wollongong. Ashton, L. (1999). “
Deconstructing the aesthetic discourse of drawing: A study of generalist primary
teachers in transition. ... College: The undergraduate experience in America.

The Wow Factor

Author: Anne Bamford

Publisher: Waxmann Verlag

ISBN: 9783830966173

Page: 180

View: 996

More than ever before, the arts are shaping and influencing our daily lives through the media and the creative industries. The arts are no longer confined to museums and theatres, but are adding value to our national economies and improving the quality of education. This has implications for arts education. However, unlike other subjects taught at schools, the arts have rarely made their purpose clear: Why are they taught? What is good arts education? And what are the benefits of teaching creative subjects or using creative ways to teach? In 2004 Professor Anne Bamford conducted the first international analysis of arts education research for UNESCO, in partnership with IFACCA and the Australia Council. Comparing data and case studies from more than 60 countries, the book analyses the differences between 'education in the arts' and 'education through the arts'. While appreciating that arts programmes are embedded in their unique social and cultural contexts, Professor Bamford develops internationally comparable standards for quality arts education. In addition, she identifies a number of concrete educational, cultural, and social benefits of arts education. This definitive work is of major interest to policy-makers, educators and artists. Professor Anne Bamford is Director of the Engine Room at the University of the Arts London and has an international reputation for her research in arts education, emerging literacies and visual communication. Through her research as a World Scholar for UNESCO, she has pursued issues of innovation, social impact and equity and diversity. She has conducted major national impact and evaluation studies for the governments of Denmark, The Netherlands, Belgium and Australia.

Sociological Abstracts

Sociological Abstracts





View: 120

CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.

Popular Culture Educational Discourse and Mathematics

... to traditional school pedagogy. Such a move away from the high-culture canon
was remarkable; but even better, from a postmodern perspective, would be to
interrogate the priority of canonicity itself: to deconstruct the canon in specific

Popular Culture  Educational Discourse  and Mathematics

Author: Peter M. Appelbaum

Publisher: SUNY Press

ISBN: 9780791422700

Page: 309

View: 114

This ground-breaking book analyzes contemporary education discourse in the light of curriculum politics and popular culture, using sources ranging from academic scholarship to popular magazines, music video, film and television game shows. Mathematics is used as an “extreme case,” since it is a discipline so easily accepted as separable from politics, ethics or the social construction of knowledge. Appelbaum’s juxtaposition of popular culture, public debate and professional practice enables an examination of the production and mediation of “common sense” distinctions between school mathematics and the world outside of schools. Terrain ordinarily displaced or excluded by traditional education literature becomes the pendulum for a new conversation which merges research and practice while discarding pre-conceived categories of understanding The book also serves as an entertaining introduction to emerging theories in cultural studies, progressively illustrating the uses of discourse analysis for comprehending ideology, the implications of power/knowledge links, professional practice as a technology of power, and curriculum as at once commodities and cultural resources. In this way, Appelbaum effectively reveals a direction for teachers, students and researchers to cooperatively form a community attentive to the politics of curriculum and popular culture

Deconstructing Development Discourse in Peru

In contrast , other languages are poor , lacking in writing and literature , and there
can be no higher education in them . Common people even continue to believe
that they are not even languages but only dialects , hybrid forms , lacking in ...

Deconstructing Development Discourse in Peru

Author: William W. Stein

Publisher: University Press of Amer


Page: 536

View: 389

The Vicos Project was a major effort to apply anthropology to community development in a rural community of Andean Peru in the 1950s. Deconstructing Development Discourse in Peru is a retrospective examination of the Vicos research and development project through a poststructuralist lens. William Stein details the work of North American researchers, with emphasis on factors which limited their capacity to engage in development. Stein endeavors to apply the work of the French philosopher, Jacques Derrida, as an aid in the interpretation of events and reactions of both North American and Peruvian researchers.

Higher Education at a Crossroads

The central argument of this book posits that today's American university is dysfunctional or, perhaps, «Dysacademic.» This affective disorder is traced to the increasingly corporate and performative utilities of many contemporary ...

Higher Education at a Crossroads

Author: Paul R. Geisler

Publisher: Peter Lang

ISBN: 9780820479149

Page: 254

View: 683

The central argument of this book posits that today's American university is dysfunctional or, perhaps, «Dysacademic.» This affective disorder is traced to the increasingly corporate and performative utilities of many contemporary institutions of higher education. Today's commodified and closed university doesn't transform the self as it once did, when the pedagogy of Bildung emphasized the development of character and culture by teaching «the rules of thought.» Rather, the dysfunctional American university controls, constricts, and normalizes its subjects according to hyper-structured, accreditation-happy, economically driven disciplinary specialization, and a priori established standards and outcomes that work to define and transform the effective utility of higher education. After deconstructing the discourse of Dysacademia, the author outlines his vision for a third curriculum, one wrought with complexity, self-organization, and critical, open spaces.

The Handbook of Intercultural Discourse and Communication

Chicago: Chicago University Press. Bolden, Galina B. 2000. Toward ... Discourse
Studies 2, 387–419. Bot, Hanneke. 2003. The myth of the ... Sign Language
Interpreting: Deconstructing the Myth of Neutrality. Washington, DC: Gallaudet ...

The Handbook of Intercultural Discourse and Communication

Author: Christina Bratt Paulston

Publisher: John Wiley & Sons

ISBN: 1444354329

Page: 768

View: 401

The Handbook of Intercultural Discourse and Communication brings together internationally-renowned scholars from a range of fields to survey the theoretical perspectives and applied work, including example analyses, in this burgeoning area of linguistics. Features contributions from established researchers in sociolinguistics and intercultural discourse Explores the theoretical perspectives underlying work in the field Examines the history of the field, work in cross-cultural communication, and features of discourse Establishes the scope of this interdisciplinary field of study Includes coverage on individual linguistic features, such as indirectness and politeness, as well as sample analyses of IDC exchanges

Reflective Teaching in Higher Education

Jones, R. and Thomas, L. (2005) 'The 2003 UK Government higher education
White paper: a critical assessment of ... —(2013) 'Developing discourses of
knowledge and understanding: longitudinal studies of Ph. D. supervision',
London Review of Education, 11 (1), 46–58. ... —(2011b) 'Dependence-
deconstruction: widening participation and traditional-entry students transitioning
from school to higher ...

Reflective Teaching in Higher Education

Author: Paul Ashwin

Publisher: Bloomsbury Publishing

ISBN: 1441147233

Page: 416

View: 189

Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education. Case studies, activities, research briefings and annotated key readings are provided throughout. The author team: Paul Ashwin (Lancaster University, UK) | David Boud (University of Technology, Sydney, Australia) | Kelly Coate (King's Learning Institute, King's College London, UK) | Fiona Hallett (Edge Hill University, UK) | Elaine Keane (National University of Ireland, Galway, Ireland) | Kerri-Lee Krause (Victoria University, Melbourne, Australia) | Brenda Leibowitz (University of Johannesburg, South Africa) | Iain MacLaren (National University of Ireland, Galway, Ireland) | Jan McArthur (Lancaster University, UK) | Velda McCune (University of Edinburgh, UK) | Michelle Tooher National University of Ireland, Galway, Ireland) This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education. Reflective Teaching in Higher Education and its website, www.reflectiveteaching.co.uk, promote the expertise of teaching within higher education.

Women in Higher Education

acknowledge that a feminist post - structuralist reading of these discourses does
not differ significantly from other forms of deconstruction . Re - marking the male
genderedness of philosophical discourse in general has often been a concern of

Women in Higher Education

Author: Judith Glazer-Raymo



Page: 600

View: 762

Writing as a Learning Tool

Against relativism: Philosophy of science, deconstruction and critical theory.
Malden, MA: ... Cambridge, MA: Cambridge University Press. ... In M. Nystrand (
Ed.), What writers know: The language, process, and structure of written
discourse (pp.

Writing as a Learning Tool

Author: Päivi Tynjälä

Publisher: Springer Science & Business Media

ISBN: 9401007403

Page: 219

View: 208

This book is an outstanding account of the current state of using writing in service of learning. It presents psychological and educational foundations of writing across the curriculum movement and describes writing-to-learn practices implemented at different levels of education. It provides concrete applications and ideas about how to enhance student learning by means of writing. It is useful for educators, curriculum developers, psychologists, cognitive scientists, writing researchers, and teachers.

Differently Academic

Developing Lifelong Learning for Women in Higher Education Sue Jackson,
Susan Jackson ... most effectively by disclosing these invisible faces of power
and deconstructing the mythical discourses that the academy has built around it.

Differently Academic

Author: Sue Jackson

Publisher: Springer Science & Business Media

ISBN: 9781402027314

Page: 165

View: 794

Lifelong learning is a key feature of society today, and is apparently embraced by a wide range of educators and trainers, as well as by governments and employers. In this wide-ranging book, Sue Jackson shows that universities have been slow to embrace a lifelong learning agenda, and argues that the lifelong learning experiences of women – and especially of working-class students – are seldom welcomed in the academy. In its unique considerations of the experiences of women students and academics, this book expounds an innovative and critical analysis of women in higher education. It will give a clear indication of alternative strategies for learners, teachers and policy makers. This book will be of key interest to anyone working in the fields of lifelong learning or continuing education who is interested in making learning accessible and meaningful for disadvantaged groups. It will also appeal to students of education, women's studies, gender studies and sociology; and to those interested in issues of gender, social class, feminist theory and feminist research.