The aim of this paper is, through discourse analysis, to analyse how Turkish Higher Education space is being transformed and what type of implications this transformation has for learning practices at the university. University in its current form is subject to criticism from several agencies in terms of the type of knowledge it produces. This is important not in itself, but because this transformation is more than a different evaluation of knowledge. What is also significant is as Ball (2004) indicates that different approaches and ways in which knowledge is being handled at universities imply radical changes in the interplay between knowledge, learners, and the process of learning itself. “New social identities are created – what it means to be educated, what it means to be a teacher or a researcher” (Ball, 2004: 148). This paper will seek to analyse and understand how and in which ways a desirable learning space for higher education is imagined, what type of discursive strategies are used to promote this imagined vision, and what type of subjects are to emerge. As a result of the analysis, the author aims to gain insights into what type of learning practices and methods are to be supplanted by others and what these mean for different population groups in Turkey.
|Keywords:||Higher Education, Educational Policy, Discourse Analysis|
Instructor, School of Foreign Languages, Istanbul Technical University, Istanbul, Turkey
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