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‘I’m happy, and I’m passing. That’s all that matters!’

‘I’m happy, and I’m passing. That’s all that matters!’ : exploring discourses of university academic success through linguistic analysis

 Delahunty, Janine
 2019
 p. 302-321 English
Teaching methodHigher educationDiscourse analysisAppraisalFirst-in-familyStudent successNeoliberal discourse
Tác giả CN Delahunty, Janine
Nhan đề ‘I’m happy, and I’m passing. That’s all that matters!’ : exploring discourses of university academic success through linguistic analysis / Janine Delahunty, Sarah O’Shea
Thông tin xuất bản 2019
Mô tả vật lý p. 302-321
Tóm tắt ‘Student success’ is a key driver in higher education policy and funding. Institutions often adopt a particular lens of success, emphasising ‘retention and completion’, ‘high grades’, ‘employability after graduation’ discourses, which place high value on human capital or fiscal outcomes. We explored how students themselves articulated notions of success to understand how these meanings aligned with the implicit value system perpetuated by neoliberal higher education systems. Qualitative data collected from 240 survey responses in the first phase of a study, were analysed using Appraisal, a linguistic framework to systematically categorise evaluative language choices. This article focuses on questions eliciting students’ articulations of success. Neoliberal discourses were challenged by these students, who were first-in-family at university, with success expressed in a personal and generational sense rather than solely meritocratic terms.
Thuật ngữ chủ đề Teaching method-Higher education
Từ khóa tự do Higher education
Từ khóa tự do Discourse analysis
Từ khóa tự do Appraisal
Từ khóa tự do First-in-family
Từ khóa tự do Student success
Từ khóa tự do Neoliberal discourse
Tác giả(bs) CN O’Shea, Sarah
Nguồn trích Language and education- Vol. 33-No 4/2019
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a ‘Student success’ is a key driver in higher education policy and funding. Institutions often adopt a particular lens of success, emphasising ‘retention and completion’, ‘high grades’, ‘employability after graduation’ discourses, which place high value on human capital or fiscal outcomes. We explored how students themselves articulated notions of success to understand how these meanings aligned with the implicit value system perpetuated by neoliberal higher education systems. Qualitative data collected from 240 survey responses in the first phase of a study, were analysed using Appraisal, a linguistic framework to systematically categorise evaluative language choices. This article focuses on questions eliciting students’ articulations of success. Neoliberal discourses were challenged by these students, who were first-in-family at university, with success expressed in a personal and generational sense rather than solely meritocratic terms.
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653[0 ] |a Neoliberal discourse
700[1 ] |a O’Shea, Sarah
773[0 ] |t Language and education |g Vol. 33-No 4/2019
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