Literaturnachweis - Detailanzeige
Autor/in | da Silva, Vinicius Alves Barreto |
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Titel | A Critical Discourse Analysis of the University of Ottawa's Internationalization Strategy Report from a Third World Perspective |
Quelle | In: Canadian Journal of Educational Administration and Policy, (2020) 193, S.49-62 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1207-7798 |
Schlagwörter | Foreign Countries; Universities; Educational Strategies; Strategic Planning; Global Approach; Reports; Discourse Analysis; Neoliberalism; College Curriculum; Barriers; Developing Nations; Cultural Pluralism; Cultural Awareness; Bias; Curriculum Development; Foreign Students; Standards; Canada (Ottawa) Ausland; University; Universität; Lehrstrategie; Strategy; Planning; Strategie; Planung; Globales Denken; Abschlussbericht; Berichten; Diskursanalyse; Neo-liberalism; Neoliberalismus; Developing country; Developing countries; Entwicklungsland; Kulturpluralismus; Cultural identity; Kulturelle Identität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Standard |
Abstract | This paper offers a critical analysis of the Internationalization Strategy Report of the University of Ottawa, according to the Third World Approach to International Law (TWAIL) methodology. This article argues that the Strategy silences global unevenness, avoids any pedagogical discussion, and reproduces the neoliberal rationality about globalization in its discourse. Also, the liberal multiculturalism evoked in the Strategy hinders the incorporation of marginal cultural narratives, and it is driven by the promotion of economic assets for the university. As the internationalization of the curriculum is not prioritized, the Strategy Report does not consider the reproduction of developed countries' academic canons and the obstacles to the incorporation of knowledge produced in Third World countries, which indicates no concern with the prevalence of a neocolonial bias. Alternatives to balance this situation are offered, such as administrative recommendations, the strengthening of the public debate, and the attention to diversity as a criterion for research funding. (ERIC). |
Anmerkungen | Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |