The Delegitimation of Student Protest against Market-Oriented Reforms in Higher Education: The Role of Mass Media Discourse

Autor/inn/en	Mampaey, Jelle; De Wit, Kurt; Broucker, Bruno
Titel	The Delegitimation of Student Protest against Market-Oriented Reforms in Higher Education: The Role of Mass Media Discourse
Quelle	In: Studies in Higher Education, 46 (2021) 3, S.523-533 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1643304
Schlagwörter	Educational Change; Commercialization; Neoliberalism; Higher Education; Student Attitudes; Mass Media Role; Case Studies; Activism; Tuition; Foreign Countries; Discourse Analysis; Moral Values; College Students; News Reporting; Belgium + Suchen Sie Ihr Suchwort? Bildungsreform; Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Case study; Fallstudie; Case Study; Aktivismus; Politischer Protest; Unterweisung; Unterricht; Ausland; Diskursanalyse; Moral value; Ethischer Wert; Collegestudent; News report; Reportage; Belgien
Abstract	In this paper, we explore the delegitimation of contemporary student protest against market-oriented reforms in higher education. Theoretically, we draw on an extended version of the Public Nuisance Paradigm, a theoretical paradigm that emphasizes the role of mass media discourse in the delegitimation of social protest. We illustrate our argument in a case study of the 2014 student protest against a market-oriented reform in Flemish higher education, that is, higher tuition fees. We identify four specific discursive strategies underlying the delegitimation of this student protest through mass media discourse: authorization, rationalization, moralization and predication. The major contribution of our study is that it extends the Public Nuisance Paradigm that has been introduced in the recent higher education literature focused on student movements, by zooming in on the micro level of analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01