The Construction of Higher Education Students in English Policy Documents

Autor/in	Brooks, Rachel
Titel	The Construction of Higher Education Students in English Policy Documents
Quelle	In: British Journal of Sociology of Education, 39 (2018) 6, S.745-761 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brooks, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2017.1406339
Schlagwörter	Educational Policy; Higher Education; Discourse Analysis; Policy Analysis; Foreign Students; Educational Change; College Students; Student Characteristics; Foreign Countries; Public Officials; Employer Attitudes; Student Unions; Government Publications; Business; Career Readiness; Education Work Relationship; Speeches; Commercialization; Student Attitudes; Educational Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Diskursanalyse; Politikfeldanalyse; Bildungsreform; Collegestudent; Ausland; Arbeitgeberinteresse; Studentenvereinigung; Studentenvertretung; Business studies; Wirtschaft; Betriebswirtschaft; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Großbritannien
Abstract	This article investigates the ways in which students are constructed in contemporary English higher education policy. First, it contends that, contrary to assumptions made in the academic literature, students are not conceptualised as 'empowered consumers'; instead their vulnerability is emphasised by both government and unions. Second, it identifies other dominant discourses, namely that of 'future worker' and 'hard-worker.' These articulate with extant debates about both the repositioning of higher education as an economic good and the use of the 'hard-working' trope across other areas of social policy. Third, it shows that differences are drawn between groups of students. Contrasts are drawn, for example, between international students, juxtaposing the 'brightest and best' with those who are considered 'sham'. Finally, the article argues that the figure of the 'vulnerable' student and 'thwarted consumer' feeds into broader government narratives about its policy trajectory, legitimising contemporary reforms and excusing the apparent failure of previous policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01