Discourses in higher education and their implications for student experience. What are the ways in which discourses emerge in higher education and what are their implications for a student experience?
Discourses in higher education are apparent in almost every interaction a student has with any aspect of the higher learning institution including but not limited to staff and policies and procedures (including assessment procedures). The notion of subjectivity, or the subject position of student is also central to the following discussion of discourse. The use of language in promoting and maintaining such discourses can be seen in higher education policy documents developed by both the Government and the higher education institution, documents with students as a large proportion of the intended audience. A number of claims are made in these higher education policy documents that are ambivalent and ambitious (to say the least), and possibly even misleading. I will qualify this statement by highlighting some of my own experiences as a student in higher education in which these claims are contrary to what occurs in practice, before suggesting some posible reasons for the disparity between policy and practice. Discourse theory, subjectivity and a number of higher education policy documents including Transforming Australia’s Higher Education System (pp.7-8), University Strategy 2011-2015 (p.5) and School of Psychology Orientation 2011: Course Induction Booklet (p.4 & 6) will be examined to suggest possible implications of such discourses for student experience in higher education. Fox (2011) describes subjectivity as ‘the ways in which all your experiences of your social world have influenced you and will influence your interactions with the world’. (p. 3) She goes on to suggest that your culture, country, the social groups to which you belong, communities you have previously or currently belong to, schooling experiences, friends and family will all influence you thoughts, communications and actions and how you engage with the world around you. Henriques, Halloway, Urwin, Venn and Walkerine (1998) discuss the notion that an individual is not simply produced by forces external to them, but through a process whereby the individual forms within the context of their society. They also suggest that subjectivity involves individuality and self awareness, however subjects influence and are influenced by discourses that surround them in their social world. Furthermore, the resulting practices of such discourses result in non-unitary subjects who are active and dynamic. Discourse is a term that is not easily understood, in part due to the many and varied definitions it has been afforded over time, and the vide array of contexts in which it is and has been used. Even within a given discipline there is much inconsistency in how the term is used (Mills, 2004). Foucault (1972, 1980 cited in Mills, 2004) has provided an evolving view of discourse moving from the notion that it is ‘the general domain of all statements’ (p. 6) to discourse being ‘an individualizable group of statements’ (p. 6), before finally suggesting that discourse is ‘a regulated practice which accounts for a number of statements’ (p. 6). Mills (2004) concludes from this last definition that the actual texts or utterances are less important (in terms of defining discourse) than are the structures or rules that produce them. MacDonnell (1986, cited in Mills 2004) thickens the previous definitions of discourse by adding that it is institutional in nature and highlighting the social nature of dialogue. She suggests that ‘discourses differ with the kinds of institutions and social practices in which they take shape and with the positions of those who speak and those whom they address’ (p. 9-10). The use of language is an important element of discourse and encompasses ways of speaking and being, assumptions, ideas, as well as structures and...
...What Education Means to Me
by Nicole Garzaniti, Staff Writer Education... How can you explain education in just mere words? Education is anything and everything. It is singularly the most important thing we can do for ourselves.
As we near the 21st century, life continues to grow more advanced and complex. The only thing that separates us from complete insanity and utter poverty is the fact that because we can read and because we can write, we can handle and persevere in our jobs, our families, and in our everyday lives.
As a fourteen-year-old, I have yet to fully experience these responsibilities and obligations, but because I do live in a competitive world, and because I am constantly fighting to be the best and the brightest, I must go above and beyond all barriers and expectations if I want to achieve my goals.
No sports scholarship or funding will get me into Harvard or a successful law firm. If I want to reach these goals, it is all up to me. When I do achieve my goals, it will be because of the opportunity and determination that a good education has provided me.
To plan and achieve your goals in life is the best lesson you can learn and the most rewarding gift to yourself. Achieving life-long goals is the most gratifying and utterly satisfying thing any one person can accomplish.
Quotes on Education
The educational process has been the subject of much comment...
...The Role of Student Personnel in HigherEducation: The Development, Guidelines, and Overview of Student Services
Student personnel in highereducation play an important role in the overall success of the college and that of each and every student who engages in learning at that institution. The role of the student affairs office is undoubtedly one of the most diligent areas the college or university has. As history teaches us, almost all institutions have prided themselves on a strong foundation of quality education and academic success stemmed from principles which tie the college or university to student’s individual academic success. The overall goal of the student affairs office is linked to the overall goal and founded to support the academic mission of the college. About student services, the book states that it is the “consistent and persistent emphasis on and commitment to the development of the whole person.” (Komives, Dudley, & Assoc. 2003) We must consider that the comprehensive approach of each institution is lead by the student affairs personnel’s continuous commitment to encourage, support, and strengthen all students’ academic success.
The field of student affairs arose from a variety of strands of college work. One strand emerged from the...
...Economics for Business
Should highereducation be free to students?
University education has become a major hot topic recently as governments have struggled to find the funds for universities. Therefore, there have been many debates raised of what the best way to fund university education is and whether it should be free or not. Firstly, we will start by going over why tuition fees were actually introduced. The idea began in the labour party manifesto in 1997 when Education was known to be the biggest priority as Tony Blair called for ‘Education, Education and Education’. Tuition fees were all paid by the governments before and many more grants were given out. However, throughout the years the government had lost the money and had no income to be able to pay for university education so therefore top-up-fees started. This was a way in which universities can charge fees for whatever price they wish. When labour came to power in 1997, there were no fees but there were only means-tested maintenance grants. But after one year grants were no longer available and a means-tested fee regime of £1,000 a year was introduced. In 2004 the highereducation bill brought in top-up fees of up to £3,000. The tuition fee limit has remained at about £3,000 up to now and there are current plans and proposals to increase the...
...Multiple Intelligence: Its uses and implication in Education
An overview of Gardner’s theory on Multiple Intelligences is presented. This is shown to question and challenge the current bias of schooling towards language and logic. Some implementations of the theory are also considered, and general educational implications of the theory summarised. Theory of Multiple Intelligences has several implications for teachers in terms of classroom instruction. The theory states that all seven intelligences are needed to productively function in society. Teachers, therefore, should think of all intelligences as equally important. This is in great contrast to traditional education systems which typically place a strong emphasis on the development and use of verbal and mathematical intelligences. Thus, the Theory of Multiple Intelligences implies that educators should recognize and teach to a broader range of talents and skills. Another implication is that teachers should structure the presentation of material in a style which engages most or all of the intelligences. If so, this kind of presentation not only excites students about learning, but it also allows a teacher to reinforce the same material in a variety of ways. By activating a wide assortment of intelligences, teaching in this manner can facilitate a deeper understanding of the subject material. Since everyone is...
...Copyright Student Coursework A percentage of the price you paid for this work will be passed on to the author. Institution: City & Guilds Course: 6302 Preparing to Teach in the Lifelong Learning Sector PTLLS Unit: 1 Task: Theory 1 Words: 1231 Title: Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. As a teacher in Beauty Therapy I would have many roles and responsibilities some of which can be lesson planning, identifying a students needs and referring students to other agencies or services, to set goals and motivate students, understand and respect students, attend meetings so I can keep up to date with relevant guide lines and legislation relating to my subject in which I teach, to name just a few. Teachers require many skills and qualities such as knowledge in the subject in which they teach, confidence, being organised and trustworthy. I also have a duty of care to my students to look after their health and safety in the environment in which I teach. I have to set boundaries within which to work, in order to keep my student/teacher relationship on a professional level and to be able to deliver quality teaching within a safe environment. In terms of the training cycle a teachers’ role and responsibilities involve the following: Identifying needs It is essential I find out the needs of the subject and...
Task 5 Given:“Curriculum guides allow you the flexibility of adapting your instruction to the individual learning needs of your students. . . . You will also want to remain flexible in choosing the level of behavioral complexity of your unit and lesson outcomes. For these decisions, the information you will need to match the complexity of your objectives to the needs of your learners will come from their in-class oral responses, practice exercises, performance assessments, homework, and tests. You will want to use these often to adjust the level of your instruction to your learners” (Borich, 2004, p. 130).
View the video clip appropriate to your area of emphasis (see web links below).Elementary: “Content Area Reading”
Note: Do not respond to any prompts or questions included in the video clips. If the video stops when a question appears, press the play symbol to resume the video.
A. After viewing the video, write responses to the prompts (1–2 paragraphs per prompt) using the Guided Reflection Protocol Form. To access the form, follow these instructions:
• Click on the Add/Edit Work button.
• Click on the Form tab.
• Answer the questions in the form. If you need additional space, include a Word attachment with your response.
B. Review your state standards and select a lesson or lesson plan that includes a skill or concept appropriate to your area of emphasis. Write an essay (suggested length of 2–3 pages) in which...
Racism in HigherEducation
Madeline Levy Cruz
HE525 Student Issues in Higher Learning
Dr. Tanya Saddler
The film Higher Learning (1995) depicts many of the issues that the modern day student faces in highereducation. From lack of customer service from administrative entities to sexual identity confusion, a college student must meet many challenges and obstacles in and out of the classroom to successfully navigate through these formative years. In this analysis we will look at one specific issue in highereducation, the issue of racism. Further, we will look at a racial identity development models to determine what the needs of students are and in what ways the institution, through its faculty and administration, can meet those needs.
“Without struggle, there is no progress” quotes Professor Phipps in the film Higher Learning (Singleton, 1995). This famous Fredrick Douglass quote is the epitome of racial identity development theory. Malik, the African American student in the film, is faced with several issues as he enters highereducation. In the opening scenes we see him walking through a sea of predominantly white students, as he enters the elevator to get to his dormitory, a white female student in the...
Student number: 20134571
Science 1 in the Early Years
Assessment: Item 1- Views of teaching and promoting science of young learners
The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of scientific concepts (Duschl, Schweingruber & Shouse, 2007). Children are naturally inquisitive, creative and aware of the world around them (Campbell & Jobling, 2012). Play is an important development tool and an effective way to teach children scientific concepts while using their prior knowledge (Preston, Mules, Baker & Frost, 2007). Learning science through play shows children that science is useful and enjoyable and is a significant aspect of the real world (Bulunuz, 2013). This essay will review teaching science through play, theorists who support play and the way in which the Australian curriculum and EYLF support play pedagogy.
Science and Play
Play pedagogy is a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and...