共查询到20条相似文献，搜索用时 15 毫秒
1.
Frances Kelly 《高等教育研究与发展》2015,34(6):1153-1163
This is a narrative of an actual day in the author's working life at a large public university in the southern hemisphere. It is an enquiry into life, and death, at the university. It attempts to balance a critical and informed perspective with a lived perspective and, as a story that contributes to a developing genre of academic writing, it works to counter the dominant neo-liberal discourse in the university by reaffirming the value of the imagination. It reflects on a remarkable–unremarkable day to show the complexity of being an individual subject, situated in language, hailed by different discourses, feeling and sometimes thinking contradictory things at once, in a contemporary university context. 相似文献
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‘Early career’ in academia is typically defined in terms of research capability in the five years following PhD completion, with career progression from post-doctoral appointment to tenure, promotion and beyond. This ideal path assumes steady employment and continuous research development. With academic work increasingly casualised, experiences of ‘early career’ are changing and definitions in use by institutions and research bodies do not reflect the lived experiences of early career academics (ECAs). This paper presents five collective narratives and a thematic analysis of survey data from 522 ECAs in three Australian universities. The results offer insights into the diverse experiences of the early stages of academic careers and provide an opportunity to reconsider current definitions. We argue that the employment context in higher education makes it crucial to consider scholars’ self-definitions alongside existing objective indicators to redefine early career in academia. 相似文献
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Duna Sabri 《教育政策杂志》2013,28(2):191-205
This article argues that the individual academic is all but absent from the assumptive worlds of policymakers in UK higher education. It is taken for granted in research on academic identity that those who work in higher education as teachers and researchers refer to themselves as, and indeed are referred to by others as, ‘academics’. Evidence is drawn from a study of policymakers in the UK to demonstrate that the word ‘academic’ is not a part of the lexicon of higher education policymaking. Moreover, the concept of the academic is cast into shade by an overwhelming emphasis on ‘the student experience’, and, from another direction, by a location of professional academic accountability at the level of the higher education institution rather than the individual. The article concludes with an exploration of what work this absence of the academic in policy does in disrupting the possibilities for engagement between the worlds of academia and policymaking and in perpetuating the discourses of marketisation and new management in higher education. It also suggests understanding the assumptive worlds of policymakers is a crucial counterbalance to a growing body of literature on academic responses to change, some of which has tended towards the self‐referential. 相似文献
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艾丽丝·沃克将追求实现叙事话语的权威贯穿于《紫颜色》之中,使作品体现出独具特色的艺术风格和美学意蕴.通过“百衲被”叙事结构、多声部的叙事聚焦及其独特的叙事语言三个方面展开论述沃克为处于社会最底层的黑人女性实现叙事话语权威的独树一帜的叙事艺术. 相似文献
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This article examines both the discourses upon which Finnish special needs education professors draw when speaking about their field, and the consequent identities for it. The research material consists of theme interviews with 10 professors of special needs education and is analysed from a socio-constructionist, discourse analytical perspective. The results show that the professors defined special needs education from two separate viewpoints: on the basis of their own personal views, or on the basis of the classical definitions of special needs education. The professors spoke about the field through five different discourses: professional, emancipatory, relativistic, autonomous and critical. The majority of these discourses constructed special needs education as an important part of the science field, although the relativistic discourse problematised its position as an independent discipline. 相似文献
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This article, based on narrative inquiry, explores how academics with/out formal leadership positions experience and understand themselves as leaders in their everyday working contexts. A single case of a fixed-term academic was chosen to illustrate how different analytical lenses – ‘plot analysis’ and ‘discourse analysis’ – can unpack the complexities of experience associated with non-positional leadership, a topic scarcely represented in studies of leadership in higher education. Two interdependent plots – the heroic plot and the victimised plot – were found to recur throughout the participant's narrative. These plots signified the conflictual dynamics and the unique subjectivity in which this person made sense of himself as a leader. The analytical lens was then shifted to pay greater attention to the ways in which broader networks of discourses were at play within this participant's narrative. Using discourse analysis, the discourses of autonomy and masculinity, among others, were present in constituting the unique subject positions the participant took up. The article concludes with a summary of methodological contributions this study offers to the field of leadership in higher education. 相似文献
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Robert Cannon 《International Journal for Academic Development》2013,18(2):109-119
This paper sets out to understand the impact that training and education programmes have had on institutions and on individuals in Indonesia and to identify theoretical and practical approaches that appear to be effective in bringing about planned change. An analysis was made of evaluation and research studies that included significant components of training and education. The evidence of longer-term impacts does not support the belief that development and change will automatically follow from training. The studies show that the absence of systemic and institutional commitment and the absence of sustainable links in a complex chain of institutional arrangements are impediments to the goals of development. For trainees, the outcomes derived from overseas training are a complex mix of professional, affective, cultural and career advantages mediated by the nature of the work environment. Although most graduates believe in the advantages of overseas training there are also important disadvantages, such as difficulties with re-entry, work relationships, and the development of appropriate professional networks. The studies identify several input and contextual factors that have had a significant influence on longer-term change. 相似文献
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衔接是二语语篇产出中多维度语篇构建和二语语篇质量相关分析的焦点问题。本文从衔接的界定入手,分析了现有的学术英语语篇产出中衔接手段的研究内容和视角、研究方法和理论框架。最后,提出了学术英语语篇中衔接手段研究的走向和趋势,为未来学者进行衔接研究的有益尝试提供了理据。 相似文献
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Brendan H. O’Connor 《Journal of Language, Identity & Education》2017,16(3):127-141
Students’ talk about identity presents a challenge to teachers and researchers, as its social meaning is often ambiguous and indeterminate. This article adapts the concept of transgressive semiotics, originally developed in relation to linguistic landscapes, to explore moments when unexpected uses of language, involving some mismatch of speaker, utterance, and intention, were taken up in ways that offered profound insight into issues of racial identification and belonging in the U.S.-Mexico borderlands. Close analysis of interactional, observational, and interview data from a linguistic ethnographic study of a high school science classroom in southern Arizona shows that students monitored their own and others’ talk for out-of-place utterances, including stylized speech, errors, and gaffes. Students used these semiotic transgressions as opportunities to give voice to their lived experience of being Mexican in a social context characterized by widespread monitoring and surveillance. 相似文献
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Ingólfur Ásgeir Jóhannesson 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):251-264
This article deals with the ways in which historical discourse analysis is at once different from and similar to research described as qualitative or quantitative. It discusses the consequences of applying the standards of such methods to historical discourse analysis. It is pointed out that although the merit of research using historical discourse analysis must not be judged by the standards of qualitative methods alone, it can be easier to admit the influence of the discourse on methodology. Therefore, the article considers whether and how the ideas of validity, reliability, sample, and transferability can be used to explain the merit of study using historical discourse analysis. The author also discusses the basic concepts and principles of historical discourse analysis, and he describes step-by-step a particular way of conducting historical discourse analysis. 相似文献
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F. Gao 《Teachers and Teaching》2013,19(1):89-99
There is a growing interest in research on language teacher identity as relevant research suggests that language teacher self-identification has an impact on their language teaching. The present paper explores the self-identification and subsequent effects on their actual teaching vision and practice of 16 Chinese language subject teachers teaching Chinese as a second language to South Asians in Hong Kong. Data collected from classroom observations and interviews with the teachers demonstrate that Chinese language subject teachers negotiate with South Asian learners and construct their teaching in ways that enable them to create an environment where they see themselves as linguistic torchbearers and cultural transmitters while acquiring a strong feeling of success professionally. This research implies that teacher identity is a kind of pedagogy through which language teachers can reproduce or counteract hegemonic discourses and ideologies that oppress South Asians as non-native language minorities. 相似文献
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刘欣 《江西师范大学学报(哲学社会科学版)》2004,37(1):79-81
语篇是语言的存在形式。人们使用语言来建立发话与受话之间的关系,交际的双方互换着言语角色达到交际目的;本从体现人际意义的语气和情态出发,分析语篇中的社会互动和身份构建。认为语篇是一种社会行为,它是社会语境中的一种社会实践,因而具有互动性。在这一互动过程中,不同的社会化群体选择不同的社会语言构建不同的社会活动和身份,表达不同的政治观点和态度。 相似文献
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Multiculturalism becomes the buzzword in educational fields. The implication of multiculturalism is critically examined to appreciate its relevance to English language teaching. Critical multiculturalism is advocated whereby L2 learners need to examine how social and historical discourses construct their identities and have a critical reflection about the discourses＇ power/knowledge and social impact. Viewing language and culture as artificial systems with ideological dominance, critical multiculturalism leads to a critical pedagogy to negotiate, reverse and resist such ideological dominance. Critical multiculturalism enables L2 teachers and learners to create, maintain and transform language uses, hence their identities and social realities. 相似文献
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语篇分析综述 总被引：1，自引：0，他引：1
谢水璎 《南宁职业技术学院学报》2005,10(1):75-77
从语篇分析的兴起和发展,语篇及语篇分析的含义,语篇分析的方法等方面来对语篇分析进行 综述,并阐述语篇分析与外语教学的关系,介绍了中国语篇分析研究的现状。 相似文献
19.
段文汇 《内江师范学院学报》2013,28(1):91-94
转喻是叙述者有意采取的一种行之有效的叙事策略。转喻的叙事策略功能主要有四项：设定叙事焦点;建立“叙事空白”;架起心理通道,使读者对文本进行转喻推理;成就文本阐释的开放性和多样性。 相似文献
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For colleges and universities whose survival depends on external stakeholders, developing a strong brand should be an important component of their marketing strategy. University brand managers could benefit from developing a better understanding of how consumers interact with their brand in order to develop more effective recruiting material, advertisements, and other marketing efforts. The current study applies the concept of brand personality to university academic and athletic logos and examines subsequent relationships between the perceived brand personalities. Results of an online survey indicate that competence is a brand personality dimension mostly associated with academic logos, and excitement is the brand personality dimension mostly associated with athletic logos. 相似文献