Literaturnachweis - Detailanzeige
| Autor/in | Manathunga, Catherine |
|---|---|
| Titel | Excavating the Role and Purpose of University Education in the Postmodern Age: Historical Insights from the South |
| Quelle | In: Policy Reviews in Higher Education, 1 (2017) 1, S.69-90 (22 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2332-2969 |
| DOI | 10.1080/23322969.2016.1244773 |
| Schlagwörter | Role of Education; Higher Education; Universities; Neoliberalism; Equal Education; Social Justice; Foreign Countries; Discourse Analysis; Archaeology; Postmodernism; Educational Policy; Educational History; Position Papers; Educational Trends; Trend Analysis; Democracy; Policy Formation; Australia Bildungsauftrag; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Neo-liberalism; Neoliberalismus; Soziale Gerechtigkeit; Ausland; Diskursanalyse; Archäologie; Postmoderne; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Positionspapier; Bildungsentwicklung; Trendanalyse; Demokratie; Politische Betätigung; Australien |
| Abstract | Universities in the early twenty-first century have become captive sites of global capitalism. The role of universities in this neoliberal knowledge system is to produce consumable knowledge for transnational corporations and flexible, knowledge worker-entrepreneurs. It is difficult to see where the university's roles in social justice and equity fit into the current higher education policy environment. While these are global trends in higher education, the focus of this article is on analysing key Australian policy documents from the 1950s to the 2000s. These policy texts contain discursive constructions of universities that both mirrored and produced powerful social imaginaries about higher education. Building upon earlier research, I analyse these policy documents using a form of Foucauldian archaeological analysis that seeks to trace the ways in which discourses define and delimit possible constructions of universities. This article makes an original contribution to contemporary debates about higher education policy because it engages in detailed Foucauldian archaeological analysis that opens up the present to critique, enabling us to trace how constructions of the postmodern university have emerged over time and have come to be normalised. It also offers counter-narratives about how policy futures might be [re]constructed. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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