"Essential Cogs in the Innovation Machine": The Discourse of Innovation in Ontario Educational Reform

Autor/inn/en	Moffatt, Ken; Panitch, Melanie; Parada, Henry; Todd, Sarah; Barnoff, Lisa; Aslett, Jordan
Titel	"Essential Cogs in the Innovation Machine": The Discourse of Innovation in Ontario Educational Reform
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 38 (2016) 4, S.317-340 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2016.1203680
Schlagwörter	Educational Change; Educational Innovation; Discourse Analysis; Language Usage; Higher Education; Foreign Countries; Educational Policy; Neoliberalism; Knowledge Economy; Governance; Entrepreneurship; Productivity; Creativity; Policy Analysis; Canada + Suchen Sie Ihr Suchwort? Bildungsreform; Instructional innovation; Bildungsinnovation; Diskursanalyse; Sprachgebrauch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Unternehmungsgeist; Produktivität; Kreativität; Politikfeldanalyse; Kanada
Abstract	In this article the authors explore a Canadian example of how the language of innovation reproduces discourses of neoliberalism in postsecondary education policy documents. How innovation is defined and used in postsecondary education is explored through the analysis of international and regional policy documents. Through their research they ask how has the global discourse of innovation been incorporated into the transformation of postsecondary education in Ontario, Canada's most populous province. Further we ask the question, what does innovation signify in the policies and directives of postsecondary institutions in Ontario? As well, does innovation reproduce neoliberal discourses of profitability, uncertainty and the knowledge economy when it is situated in policies that affect postsecondary governance? They argue that innovation is a discursive practice with specific and profound impacts on the language of higher education. By focusing on the province of Ontario, the authors were able to explore how documents produced by the government and its related agencies about higher education encourage innovation, creativity, and entrepreneurship in an attempt to increase productivity. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01