Literaturnachweis - Detailanzeige
| Autor/in | Eaton, Sarah Elaine |
|---|---|
| Titel | Alberta's Languages Initiative--Education as a Commodity in a Globalized World |
| Quelle | (2006), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Critical Theory; Language Role; Foreign Countries; Public Education; Second Language Learning; Second Language Programs; Institutional Advancement; Models; Educational Practices; Interviews; Content Analysis; Position Papers; Program Attitudes; Change Strategies; Canada |
| Abstract | The phenomenon of marketing in educational institutions has been critically examined by Vining, Topor (2001) and Sevier (1986, 1996). However, no studies have yet been undertaken to examine the marketing of language programs in public education. A timely study is needed to examine the promotion of a recent educational program: the Alberta Languages Initiative which strongly recommends second language education by 2006. The goals of my research are to examine critically: 1) Why marketing techniques were used with this initiative and not other program renewals, 2) How business models are being adopted by educational systems and government agencies, and in particular, 3) How marketing and branding have become part of educational jargon and practice. The new Languages Initiative slated for grades 4-9, scheduled to launch in 2006, represents a significant shift in the curriculum for these grades. By studying this initiative from the perspective of marketing, I will be introducing a new research dimension which focuses, not on curriculum, instruction, program outcomes or content, but on program promotion. The findings will increase understanding of marketing techniques to promote certain educational programs, their impact on student enrollment, and their acceptability to the educational public in local and global contexts. This study is important as it explores how and why promotional means have been chosen and what implications this may have for educational programs in the future. The new critical theory is of particular interest to my study as it would allow me to focus on the internal and external politics of schooling, the social conditions and historical relations in which language education is positioned. The constitutive role of language in the social construction of knowledge is particularly relevant to knowledge as discourses. Habermas' use of critical theory is relevant given his concern with discourse and power, which led to his development of a theory of communicative action, as well as Bourdieu's re-conceptualization of a critical sociology, and Foucault's focus on the relationship between knowledge and power. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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