排序方式： 共有5条查询结果，搜索用时 0 毫秒
1
1.
Rille Raaper 《Critical Studies in Education》2020,61(2):245-261
ABSTRACTThis article centres on the recent Higher Education and Research Act 2017 in England and the consultation documents leading to the legislation. I will start by arguing that the reform promotes consumerist understanding of students. Guided by Fairclough’s critical discourse analysis, I will further explore the ways in which five students’ unions from England and their sabbatical officers understand and respond to the consumerist policy discourses. The unions’ official responses to the government’s consultation demonstrated a strong opposition to the reform, particularly against the tuition fee increase and metrics used to measure teaching quality. The follow-up interviews with sabbatical officers, however, highlighted that this opposition can often be fragmented by consumerist counterarguments. The interviewees emphasised consumer rights as benefiting students and the unions. The differences between the written and verbal discourses will be discussed, and the reasons for a lack of consistency in the participants’ discourses questioned in relation to their relationship with the university management and wider student population they represent. 相似文献
2.
Rille Raaper 《British Journal of Sociology of Education》2018,39(4):421-435
Guided by a Foucauldian theorisation, this article explores Graduate Teaching Assistant (GTA) experiences of their work and subjectivity in a neoliberalised higher education environment. By drawing on a research project with GTAs from one UK university, the article argues that GTA work is increasingly shaped by neoliberal reforms. The GTAs interviewed are critical of internationalisation, marketisation and client culture, and see these processes as acting on their subjectivity. The GTAs position themselves as mediators between demanding students and overworked academics: they have turned into much-needed ‘peacekeepers’ and ‘machine factories’. The findings also demonstrate that the subjectivity enforced by a dominant market ideology is further negotiated in the GTA experience. The discourses reveal that a lack of institutional control and coordination of graduate teaching provides the means for, and indeed enables, the GTAs to express some, but often limited, discontent with neoliberalism. 相似文献
3.
Rille Raaper 《教育政策杂志》2017,32(3):322-339
This article explores assessment policy in two European universities with different political, historical and social backgrounds: the University of Glasgow and Tallinn University. The University of Glasgow is a well-established Russell Group university in the UK; Tallinn University is a relatively new university in post-Soviet Estonia, shaped by very recent neoliberalisation processes. By applying a Foucauldian theorisation and Faircloughian methodology, this article approaches assessment policy as not only relating to institutional contexts but also national and global policy environments. The article argues that the assessment policy in Glasgow relates to globally dominant neoliberal discourses of accountability and excellence. These discourses have turned assessment into a complex technology of government that manages educational processes as well as academic and student subjectivities. While Tallinn University is shaped by neoliberalism at strategic levels, the policy documents in Tallinn still indicate a strong sense of local tradition where regulations have a modest impact on academic freedom and assessors’ disciplinary power over students. 相似文献
4.
Rille Raaper 《Critical Studies in Education》2016,57(2):175-190
Neoliberal higher education reforms in relation to quality assurance, managerialist practices, accountability and performativity are receiving increasing attention and criticism. In this article, I will address student assessment as part of the technologies that increasingly govern academics and their work in universities. I will draw on Foucault’s theories of governmentality and subjectification, and discourse analysis that have framed the research conducted with 16 academics in one university in the UK. While academics in the study expressed frustration with neoliberal reforms in general, and assessment policies in particular, they tended not to demonstrate overt resistance within their university systems. The reasons for this will be questioned and analysed in relation to a neoliberal mode of government where power relations shaping academic subjectivities are diffuse and pervasive. I will discuss the ways in which academics understand and act within these power relations, and I will also demonstrate a variety of covert practices that academics tend to apply when coping with the neoliberal technologies of government such as assessment. 相似文献
5.
Rille Raaper 《Teaching in Higher Education》2019,24(1):1-16
The notion of students as consumers who exercise educational decisions based on economic self-interest leads to interesting questions about their perceptions of current higher education assessment practices. Guided by a Foucauldian theorisation and the findings from focus groups carried out with students from two European universities, one from the UK and another from Estonia, the article argues that globally dominant consumerist policy discourses have altered but not removed the student experience of constraint in assessment. I argue that students’ response to disciplinary power in assessment has become highly strategic and differs depending on the institutional assessment systems: students from Estonia recognise the powerful position of academics as assessors and find ways to create a good social impression of themselves; their counterparts from the UK, however, demonstrate a tactical approach to their learning and study processes. 相似文献
1