Exposing Ideology within University Policies: A Critical Discourse Analysis of Faculty Hiring, Promotion and Remuneration Practices

Autor/inn/en	Uzuner-Smith, Sedef; Englander, Karen
Titel	Exposing Ideology within University Policies: A Critical Discourse Analysis of Faculty Hiring, Promotion and Remuneration Practices
Quelle	In: Journal of Education Policy, 30 (2015) 1, S.62-85 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2014.895853
Schlagwörter	Discourse Analysis; Teacher Selection; Educational Policy; Foreign Countries; Neoliberalism; Knowledge Economy; College Faculty; Disadvantaged; Policy Analysis; Social Problems; Commercialization; Higher Education; College Administration; Corporations; Teacher Employment Benefits; Teacher Evaluation; Mexico; Turkey + Suchen Sie Ihr Suchwort? Diskursanalyse; Politics of education; Bildungspolitik; Ausland; Neo-liberalism; Neoliberalismus; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Fakultät; Politikfeldanalyse; Social problem; Soziales Problem; Hochschulbildung; Hochschulsystem; Hochschulwesen; College administrators; Hochschulverwaltung; Unternehmen; Teacher appraisal; Lehrerbeurteilung; Mexiko; Türkei
Abstract	Using critical discourse analysis (CDA), this paper exposes the neoliberal ideology of the knowledge-based economy embedded within university policies, specifically those that regulate faculty hiring, promotion, and remuneration in two national contexts: Turkey and Mexico. The paper follows four stages of CDA: (1) focus upon a social wrong in its language aspect; (2) identify obstacles to addressing the social wrong; (3) consider whether the social order in a sense "needs" the social wrong; and (4) identify possible ways past the obstacles. The analysis demonstrates that the global, marketized climate of higher education has impacted Turkish and Mexican universities to such a degree that they have become increasingly corporate in their practices of management. The resulting effect is the creation of a performance culture that robs faculty of their professionalism. This paper uncovers this disadvantaged positioning of faculty and posits modest proposals for change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10