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1
Wall, Tony. "Professional identities and commodification in higher education." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/332948/.
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Higher education in the UK has been moving towards an increasingly demand driven model, encouraged to better serve and grow the economy through becoming more attuned to what the marketplace needs and wants, and then supplying educational commodities that better meet these demands. New educational commodities have emerged to replace lost income, such as the university accreditation of learning associated with training courses delivered by commercial training organisations. This involves university academics reconceptualising training activity into academic content and then enabling professionals in the training organisation and the university to navigate the demands placed on them in this space. Yet this is widely reported to be a problematic sphere of professional activity, with ‘cultural’ and ‘communicative’ issues still without resolution. These issues and the tackling of them, as experienced by this study’s researcher, formed the initial motivation for this study. This study investigates the academic’s professional struggles and tensions in encountering and mediating the widely differing demands of the two sectors, with a view to offer fresh insight into this troubled space. Qualitative data from an academic’s daily practice are analysed from a professional interested perspective to elucidate and better understand these tensions. This thesis demonstrates that, problematically, the academic variously identifies with and understands his practice from both perspectives, and in doing so, activates different and sometimes competing expectations of how he thinks he should act in a situation. In identifying in such ways, the academic practically becomes a custodian of the regulative apparatus that simultaneously polices his own practice. Through documenting how such diverse perspectives meet and materialise in academic practice, the thesis addresses the more fully theoretical concern with how such expectations, from particular ideological positions, operate through the engine of conceptualising and regulating professionalism in academic locations. In turn, this provides a critical platform from which to better understand the changing parameters of academic practice, that is, what university study becomes when its pursuit is increasingly a function of economically oriented demands. In this way, the thesis addresses how the professionalism of certain university academics involved in ‘business and community engagement’ is being understood and rethought to meet evolving funding parameters, and how the very notion of academic study is changing to meet these new expectations.
2
Bravenboer, Darryll. "Commodification and the official discourse of higher education." Thesis, UCL Institute of Education (IOE), 2009. http://eprints.mdx.ac.uk/6406/.
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The commodification of higher education has been described, within the philosophical and sociological literature, in opposition to, or in alliance with principled perspectives about the nature, purpose or value of 'higher education': for example, as that which is intrinsically valuable, a social good, a democratic requirement or an individual entitlement. This thesis argues that such approaches are relatively unproductive in providing descriptions that can inform higher education practice. Rather, it is argued, they largely seem to operate to reproduce the principled perspectives with which they are aligned or opposed. The thesis examines the following question: How do official texts that describe higher education, operate to (re)produce and/or resist the idea of its commodification? The methodology employed to examine this question, locates 'official' texts as empirical objects for analysis. The analysis proceeds by identifying and organising oppositions and alliances within these texts, to produce a constructive description of how each text is operating within the higher education field. Specific descriptions of higher education within official texts are analysed in relation to constructed theoretical spaces that describe modes of discursive action, including the commodified mode. The method provides a means of describing commodification as a discursive modality rather than as a representation of use-value/exchange-value or market/non-market type oppositions. This approach is productive in describing the ways that official texts operate to regulate higher education practice without reproducing a principled perspective. Despite some explicit references to the economic or commodity value of higher education, official texts tend to use such descriptions to promote the introduction or maintenance of bureaucratic and regulatory systems that actually stand in opposition to the commodified mode. This conclusion is in contrast with the idea that official descriptions of higher education are operating to promote increasing commodification.
3
Blythe, Mark. "Resistance to commodification in further education : a case study." Thesis, University of Wolverhampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360873.
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Walker, Patricia. "The commodification of British higher education : international student curriculum initiatives." Thesis, Oxford Brookes University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364098.
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Tolofari, Sowaribi Victor. "The commodification of higher education in the welfare state of Sweden exploring the possibilities /." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/485/.
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Weitzel, Lia. "The Cuban ‘Yes, I Can’ adult literacy campaign in Aboriginal Australia: An alternative to commodified education." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15725.
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This thesis focuses on the implementation of the Cuban ‘Yes, I Can’ adult literacy campaign in Indigenous Australian communities in north west New South Wales (NSW). This thesis examines the interplay between empowerment, disempowerment and commodification in education in Australia in order to assess what new elements the Cuban ‘Yes, I Can’ adult literacy campaign has brought to the education of Indigenous Australians. In doing so, this thesis has considered why and how the Cuban approach to education is fundamentally different to the Australian approach and whether or not the Cuban approach is more appropriate for responding to Indigenous disempowerment in Australia. The rise of neoliberalism in the early 1980s has sparked the increased presence of commodification of social services in Australia, including education. This thesis focuses on the commodification of social services, including education, which has been described as a process consisting of three elements. These three elements include marketisation, competition, and a new perceived use value of the social service. The commodification of education in Australia has informed and transformed the educational ethos used by successive Australian governments when trying to ameliorate Indigenous disadvantage. The Cuban educational ethos is guided by the work of José Martí, Fidel Castro and Paulo Freire, and is also guided by three key principles, which are solidarity, universalism and participatory empowerment. Since the beginning of its revolution in 1959, Cuba has based its approach to education on these principles and the work of these prominent figures. Notably, Cuba implemented a national mass literacy campaign in 1961, in which it eradicated illiteracy in Cuba within a year. This thesis suggests that the 'Yes, I Can' campaign has been able to offer an alternative approach to addressing Indigenous disempowerment in Australia because it represents a less commodified, more empowering approach to education. The ‘Yes, I Can’ campaign model mobilises entire communities in order to develop an enduring culture of learning in each hosting community. This thesis contributes an analysis of the differences in educational approach between Australia and Cuba, which are reflected in the relative success of ‘Yes, I Can’ in raising literacy in rural and remote Indigenous communities in NSW.
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Biberhofer, Petra. "The economization of education and the implications of the quasi-commodification of knowledge on higher education for sustainable development." WU Vienna University of Economics and Business, 2019. http://epub.wu.ac.at/6801/1/sre%2Ddisc%2D2019_01.pdf.
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This paper analyses an ongoing economization trend in the sphere of higher education (HE) and
discusses its implications on higher education for sustainable development (HESD). The sources of this
trend are connected with neoliberalism understood as a political project that seeks to extend
competitive market forces, consolidate a market-friendly constitution, and promote individual
freedom. In global HE neoliberalism, decision-makers, be it educational, scientific, or other, are
pressured to assess how their activities impact financially on the individual, organizational, and
institutional levels and/or the imperatives of an internationally competitive economy. The paper
provides a contemporary analysis of the rise of neoliberalism in HE, understood as the specific trend
of an academic capitalist knowledge/learning regime explained by Jessop's six analytic distinct and
potentially overlapping stages of economization. This analysis is based on a review of European policies
from 2006 until 2017 and explains characteristics of current economization strategies. Their core
principles relating to higher education are about improving economic performance based on
knowledge and innovation. Smart growth is defined politically as the main purpose of HE and
positioning students as future workers, with the right higher skills, as the means. The relevance of
students' skills higher education institutions (HEI) are urged to develop highly depend on business
demands. European policies are driven by a comprehensive entrepreneurial agenda restructuring the
organizational mechanisms in HE. Accountability towards the labour market and skills performance of
students set this agenda. Funding strategies rest on strong industry ties and diversification of revenue
streams depend on HEI capability to establish tech-driven knowledge alliances between research,
education and business. These new intermediary and powerful alliances drive economization
strategies, influence curriculum development and decide on relevant higher level skills. Respective
learning practices are oriented strongly towards developing entrepreneurial and digital skills based on
personalized learning environments. Currently HESD adapts towards a neoliberal education agenda
rather than preventing further shifts from a capitalist towards a competitive financialized economy. A
profound critique would have to question the dominant economization trends in higher education i.e.
the very purpose of education and the current raison d¿etre of HEI. The core of the critique might build
on new institutionalized learning environments allowing deep, social learning and, hence, the potential
of HEI to act as social catalysts empowering collective and disruptive agency.<br>Series: SRE - Discussion Papers
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Kirk, Gary R. "Constructions of Scarcity and Commodification in University Strategy: Restructuring at Virginia Tech." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29873.
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Higher education institutions in the United States have come under increased scrutiny due to increasing demands for accountability in the use of public funds and increasing visibility (Altbach, Berdahl, and Gumport, 1999; Trow, 1974). Colleges and universities must continually prove their credibility and legitimacy to their stakeholders, including government officials (Lawrence & Sharma, 2002), donors, students, and sponsors. The proving process may involve engagement in legitimacy-seeking behaviors designed to show efficiency, access, and quality in terms defined mostly by external perceptions. The decision to concentrate organizational resources on activities designed to influence the opinions of external agents has the potential to lead organizations away from their core values and historic missions.
The case study that follows documents the restructuring of Virginia Polytechnic Institute and State University (Virginia Tech) and the drivers that led university administrators to pursue change. The case was developed based on a series of interviews with key informants associated with or affected by the restructuring process. Explanations for the restructuring and the underlying university goal of becoming a top 30 institution, included cost-savings and efficiency via a "fiscal rationalization"; the framing of programs in terms of their entrepreneurialism, innovativeness, and revenue generating capacity; and an emphasis on the economic development benefits of university programs.
Even though Virginia Tech administrators were not expressly responding to external demands for restructuring, there was evidence to suggest that a need to construct a more business-like model for university structure and operations had entered the collective conscience of Virginia Tech's leadership. I document the rhetoric and actions that I believe influenced university administrators in their decision to restructure. I also draw attention to administrators' use of language that I believe exemplified the commodification of the university's human and intellectual capital.
Theoretically, I believe that the constructs from resource dependency theory and neoinstitutional theory have relevance to the interpretation of this case. Specifically, the construction of legitimacy-seeking behaviors, the imperative to decrease reliance on external organizations (i.e., the state), and the institutionalization of acceptable management behaviors are aligned closely with the propositions of one or both of these theories. The lack of theoretical distinctiveness between these two organizational perspectives indicated a need for further research and limits the ability to anticipate the potential outcomes for Virginia Tech and the broader field of higher education.<br>Ph. D.
9
Barnard, Sarah. "Private higher education in the UK: a contribution to the commodification of knowledge in the information society." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/14895.
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The UK higher education sector is currently undergoing changes that will impact on the way students learn in the future. National, European and global education policy discourses underline the importance of higher education to the development of an active citizenry and as a way of sustaining economic growth. Corresponding to the rise of higher education on the political agenda there have been huge increases in the numbers of students going on to university education in the UK and further afield. These two aspects have placed a brighter spotlight on the problems the sector faces and change is stated to be necessary and desirable in order for higher education to fulfil its role in society. The growing political will to devise clear linkages between those individuals who benefit from a university education and those who pay for it, advances in information communication technologies, and the related requirements of the knowledge society, form the receptive landscape for moves towards private higher education in the UK. This thesis focuses on the particular phenomenon of corporate or private enterprise providing higher education in competition with government funding-dependent, so called public universities. The activities of private higher education, or independently-funded, non-state dependent higher education providers in the UK suggest that as the relationship between state and the academy goes through significant changes, these providers have become a sensitive issue. Different parties view the activities of private providers in very different ways; however they are viewed, the activities of these providers are a hot topic in higher education at present. Despite this interest, there are only small amounts of information available about this subsector of HE provision, or about the experiences of staff and students working at these companies. This thesis attempts to address this point by offering an overview of the current situation, referring to quantitative data and with a qualitative investigation. Whilst the concept of private versus public in the higher education sector in the UK is increasingly complex, and the context of a speeding up in the transformation of the sector means it is difficult to paint an accurate picture of such a fast moving object of enquiry, the thesis will attempt to shed some light on the activities of corporations in the higher education sector in the UK within the global context.
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Bullard, Deanna Barcelona. "Academic Capitalism in the Social Sciences: Faculty Responses to the Entrepreneurial University." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001887.
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Alencar, Anderson Fernandes de. "Compartilhamento do conhecimento: desafios para a educação." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30012014-102711/.
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Esta tese é resultado do trabalho de pesquisa no intuito de refletir acerca dos desafios postos à educação pelos processos de mercantilização e democratização do conhecimento. A tese discute de que maneira o conhecimento, como bem imaterial, nasce livre, e vai se tornando uma mercadoria por meio do movimento de mercantilização, que tem atuado, com maior evidência, nas artes (música e cinema), no entretenimento (games), na tecnologia (softwares) e na ciência (literatura científica), por meio dos direitos autorais e das patentes, ilustrados por exemplos. Na contraposição à mercantilização, é apresentado um movimento pela democratização do acesso ao conhecimento, pautado na perspectiva do conhecimento como bem comum da humanidade, e destacado por meio de iniciativas, organizações e projetos. Também são apresentadas reflexões sobre o nascimento das universidades e a sua organização na Idade Média, a mercantilização da universidade e do conhecimento nela produzido, concluindo com as outras iniciativas emblemáticas, agora específicas do âmbito da educação. Como metodologia, em sendo uma tese bibliográfica, de revisão de literatura, foram realizados quatro anos de acompanhamento de três listas de discussão de e-mails, pesquisas na Internet e fichamentos de artigos e livros da área. O trabalho conclui que, com base na documentação levantada, há evidências para afirmar que uma disputa ideológica encontra-se em curso, e que a educação e a ciência estão sob risco de privatização, não em sua oferta, mas no processo de produção de novos conhecimentos a serem socializados com as novas gerações, que avança por meio da pesquisa científica. Propõe-se, por fim, uma Pedagogia do Compartilhamento que, pautada em uma educação emancipatória, não bancária, liberte o conhecimento oprimido, combata a privatização e a mercantilização dos bens públicos e eduque para a liberdade do conhecimento.<br>This thesis is the result of a research project that aimed to reflect on the challenges posed to education by the processes of commodification and democratization of knowledge. It discusses how the knowledge, as an immaterial good, was born free, and becomes a commodity by the movement of commodification, which has been acting, more intensely, in the arts (music and film), entertainment (games), technology (software) and science (scientific literature) fields, as we can observe, for example, in copyright and patents issues. In contrast to commercialization, there is another ongoing movement to democratize access to knowledge, based on the perspective of knowledge as a common good of mankind, supported by key concepts such as social production, piracy, and highlighted through initiatives, organizations and projects. Reflections on the birth of universities and their organization in the Middle Ages, are also featured in this thesis, as well as the commodification of higher education and the knowledge it produces, closing with other flagship initiatives, now a specific educational field. Once it is a bibliographic thesis, the methodology applied includes literature reviews, four years of following-up three mailing lists of emails, internet researches, articles and books on the subject. Supported by the documents analysis, this paper concludes that there is a strong evidence to affirm that one ideological dispute is ongoing, that education and science are at risk of privatization, not regarding the way it is supplied, but regarding the knowledge that should be socialized among the new generations, which is a place that should belong to scientific research. Finally, this thesis proposes a Pedagogy of Sharing that, guided by an emancipatory education, non-banking shaped, is capable of releasing the \"oppressed knowledge\", fight the public privatization and commodification and educate towards freedom of knowledge.
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Gorman, Helen. "Skills, knowledge and continuing education for complex care management : a critical evaluation of the roles, tasks and skills of care managers in a context of changing professional identities and the commodification of welfare." Thesis, Birmingham City University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297986.
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Griffiths, Elizabeth Joyce. "English as a medium of instruction in higher education institutions in Norway : a critical exploratory study of lecturers' perspectives and practices." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14538.
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This critical exploratory study investigates the perceptions and practices of Norwegian lecturers on the implementation of a policy of English as a Medium of Instruction (EMI) at their Higher Education Institution (HEI). It focuses on their attitudes towards English usage, how they have been prepared and cope in the classroom, and looks at their language and pedagogic competences. The socio-cultural context of using English inside and outside the auditorium is explored and leads to questions of Anglo/American influence and Norwegian domain loss. The study is informed by critical Applied Linguistics (CALx), linguistic imperialism and Bourdieu’s theories on social capital and power. It examines teaching through critical pedagogy and Vygotsky’s socio-cultural theory of learning to aid understanding of classroom engagement and communication, and successful learning. This study has been informed by the critical approach to challenge normative assumptions of the use of EMI. Qualitative methods were used to collect data; twenty Norwegian teaching academics were interviewed, of whom five were observed whilst teaching. Careful coding and analysis of the data revealed surprising attitudes and perceptions varying from enthusiasm to anxiety for EMI. The participants generally accepted the top-down decision making by the administration on the increase of EMI and English usage. The influences of globalisation and commodification at HEIs combined with the rapid increase in English usage seem to have led to increased power of the management and bureaucratization. Some participants, mostly from the humanities, felt they lacked voice and agency in the implementation and their preparation for EMI, whilst some from the sciences actively embraced English and some wanted English as the working language in HEIs. There was a general feeling that more time and language resources were needed for professional development to cope with the change to EMI. All the participants worked hard to succeed in EMI; they were aiming at NS language competencies and wanted to be better at grammar, pronunciation and terminology, but seemed unaware of the pragmatic level of communication required for teaching and did not recognise the necessity of pedagogic training for EMI. There was a lack of dialogic teaching making co-constructed learning challenging and transformative pedagogy more difficult to achieve. They adapted to the multi-cultural/lingual classroom in a pragmatic manner, but were not given spaces for counter-pedagogies, critical pedagogy and the ideals of the transformative intellectual. The research reveals five areas of concern: a) inadequate English language at the pragmatic level for the demands of EMI, b) inadequate pedagogic skills for the multi-lingual and cultural classroom, c) concern over local and international students’ level of English, d) standardized, Anglo/American teaching materials leading to a lack of diversity and critical approaches, and e) the threat to academic Norwegian from international academics not learning Norwegian, the publishing reward system at Norwegian HEIs and the perceived status of English, and the resultant decline in dissemination to the general public. However juxtaposed to the above points, most participants experienced the international classroom positively and were well-received by and pleased to be in their academic Community of Practice resulting generally in an ambivalent attitude to EMI.
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Tjabane, Masebala. "Education policy and social justice in higher education : a South African case study." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-194940.
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Romero, Neto Francisco 1980. "Estudantes de pedagogia em uma instituição de ensino superior privada em transformação." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/322232.
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Orientador: Helena Maria Sant' Ana Sampaio Andery<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-26T19:56:45Z (GMT). No. of bitstreams: 1
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Previous issue date: 2015<br>Resumo: Esta dissertação tem por objetivo compreender como o curso de Pedagogia bem como suas estudantes se inserem no contexto da expansão e mercantilização do ensino superior no Brasil. É neste quadro de grandes transformações e da expressiva presença dos cursos de Pedagogia no sistema ¿ tanto em termos de cursos ofertados como de ingressantes, matrículas e concluintes ¿ que se situa esta pesquisa. Trata-se aqui de buscar entender, no quadro maior de transformações do sistema de ensino superior, as mudanças pelas quais passa este curso no mercado de ensino superior de Sorocaba-SP e região e seus eventuais impactos na formação de suas estudantes. Para tanto uma pesquisa de campo foi realizada em uma instituição privada que em meio a muitos de seus cursos de graduação voltados ao mercado, possui um curso de Pedagogia que será extinto ao final de 2015. Nesta pesquisa, procuro traçar a trajetória desta instituição e conhecer melhor as estudantes: apresentar suas características socioeconômicas, motivações para ingressar e permanecer no curso de Pedagogia, suas inserções no mercado profissional e suas expectativas em relação ao futuro na carreira de professora<br>Abstract: This abstract aims to understand how the Pedagogy course as well as their students fit into the context of the expansion higher education in Brazil. In this framework of great transformation and the significant presence of Pedagogy course at system ¿ both in terms of courses offered, as the entrants, enrollment and graduates ¿ which lies on this search. It is about seeking to understand, in the bigger picture of the higher education system transformation, changes undergone by this course into the market of higher education in Sorocaba-SP, region and their possible impacts on training of their students. For both field research, has been conducted in a private institution that in many undergraduate courses geared to the market, has a Pedagogy course that will be extinct by the end of 2015. In this research, I seek to trace the history of this institution and to know better the students: show their socioeconomic characteristics, motivations to enter and remain in the Pedagogy course, their insertion in the professional market and the expectations for the future of career as teacher<br>Mestrado<br>Ciencias Sociais na Educação<br>Mestre em Educação
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Souza, Cláudio Lucena de. "Processos formativos e identitários no futebol: sujeitos (in)visíveis em jogo." Educação, 2014. http://repositorio.ufba.br/ri/handle/ri/16900.
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Tese - Cláudio Lucena - PPGE.pdf: 1759547 bytes, checksum: 20c555906cb8ef06412fcb21241f444d (MD5)<br>Trata-se de uma pesquisa desenvolvida no Programa de Pós-Graduação em Educação da Universidade Federal da Bahia e que buscou, pela lente da educação, entender os nexos entre o processo de mundialização e mercantilização da sociedade moderna e contemporânea e a formação identitária do futebol brasileiro. Para tanto, investigou as implicações do processo de racionalização e mercantilização do futebol contemporâneo na formação esportiva de jovens que participam de escolinhas públicas e privadas de futebol em Salvador-BA. O estudo reconheceu tais escolinhas como espaços de formação de identidades culturais do futebol e como locus de prática social para além de prática esportiva. Em relação ao método, a
pesquisa se caracterizou como qualitativa, de abordagem dialética e adotou como procedimento metodológico para levantamento de informações: a pesquisa documental, a observação participante e a entrevista semiestruturada sob a inspiração da entrevista reflexiva. A técnica de análise das informações
foi a hermenêutica-dialética. O campo empírico reuniu uma equipe de divisão
de base de um clube profissional, uma escolinha de futebol com vínculo com
clube profissional, uma escolinha de futebol sem vínculo com clube profissional
e uma escolinha pública de futebol. Os sujeitos de diálogo foram treinadores,
atletas e um ex-atleta, coordenadores técnicos e pais de atletas. Os resultados
da pesquisa apontam para a prevalência da lógica racional e mercantil do futebol profissional na divisão de base do clube pesquisado, mas também fortes indícios de sua presença na escolinha pública de futebol e parcialmente na escolinha privada com vínculo com clube profissional, e ainda algumas pequenas interferências dessa lógica no trabalho dos professores da escolinha privada sem vínculo com clube profissional. Esses resultados sugerem a formação de identidades de negócio já desde as escolinhas de futebol e indicam a presença de sujeitos (in)visíveis, ambos de modo subordinado às demandas do futebol profissional.<br>ABSTRACT
This study was developed as part of the Graduate’s Program in Education of
the Federal University of Bahia. It’s objective was to understand, from an
educational perspective, the links between the globalization and commodification process, of modern and contemporary society and the identity formation of Brazilian soccer. To this end, it was investigated the implications of this rationalization and commodification process of contemporary soccer for the
sports education of young people attending public and private soccer schools in
Salvador, Bahia. The study revealed that these schools are spaces for the
development of cultural soccer identities, and that they are a focal point for
social activities that go beyond the practice of sports. The study’s methodology can be characterized as qualitative, with a dialectical approach, adopting the following methodological procedure for gathering information: desk research, participant observation and semi-structured interviews inspired by the reflexive interview technique. The technical analysis of the information was of a hermeneutic-dialectic nature. The empirical field was made up of a youth
division team of a professional club, a soccer school with ties to a professional
club, a soccer school without ties to a professional club and a public soccer
school. The respondents were coaches, athletes and one former athlete,
technical coordinators and athletes’ parents. The research results point to the
prevalence of a rational and mercantile logic of professional soccer in the youth
division of the researched club, but also strong indications of such an approach
in the public soccer school and, partly, in the private school with ties to
professional club. This logic even interfered in some small measure in the work of the teachers of the private school without ties to a professional club. These
results suggest that business identities start developing already in the soccer
schools and indicate the presence of (in)visible subjects, both subordinate to
the demands of professional soccer.<br>RESUMEN
Se trata de una investigación desarrollada en el Programa de Posgrado en Educación de la Universidad Federal de Bahia y buscado, a través de la lente de la educación, la comprensión de los vínculos entre el proceso de globalización y la mercantilización de la sociedad moderna y contemporánea y la formación de la identidad del fútbol. Por tanto investigado las implicaciones del proceso de racionalización y la mercantilización del fútbol contemporáneo en la formación deportiva de los jóvenes que participan en las escuelas de fútbol públicas y privadas en Salvador, Bahía. El estudio reconoció esas escuelas como espacios de formación de las identidades culturales de fútbol y
como un lugar de práctica social más allá de lá práctica desportiva. Sobre el
método, la investigación se caracteriza como enfoque cualitativo, de abordaje
dialéctica y adoptó como procedimiento metodológico para el levantamiento de
información: investigación documental, la observación participante y la entrevista semi-estructurada bajo la inspiración de la entrevista reflexiva. La técnica de análisis de la información fue la hermenéutica-dialéctica. El campo
empírico reunió a un equipo de la división de la base de un club profesional, una escuela de fútbol con vínculo con el club profesional, una escuela de fútbol sin vínculo con un club de fútbol profesional y una escuela pública de fútbol. Los sujetos de el diálogo eran entrenadores, atletas y uno ex-atleta, lós coordinadores técnicos y padres de los atletas. Los resultados de la investigación no sólo apuntan la prevalencia de la lógica racional y mercantil del fútbol profesional en la división base del club investigado, sino también fuertes indícios de su presencia en la escuela pública de fútbol y en parte en la escuela privada con vínculo con el club profesional, y incluso algunas pequeñas interferencias de esta lógica en el trabajo de los maestros de la escuela privada sin vínculo con el club profesional. Estos resultados sugieren la formación de la identidad de negocio ya partir de las escuelas de fútbol y indican la presencia de los sujetos (en)visibles , tanto de manera subordinada a las exigencias del fútbol profesional .
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Britto, Reginaldo Ramos de. "Educação financeira: uma pesquisa documental crítica." Universidade Federal de Juiz de Fora, 2012. https://repositorio.ufjf.br/jspui/handle/ufjf/1986.
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Previous issue date: 2012-10-06<br>Sobre a forma de Educação Financeira, a temática em exame neste trabalho tem se mostrado como “necessária” aos indivíduos, diante da complexidade que os produtos financeiros assumiram no presente. Contudo, acreditamos que, como está proposta, estimula atitudes e desenvolve competências próprias do pensamento liberal individualista ao qual somos contrários.
Este trabalho de pesquisa tem dois propósitos que se aproximam, representando em verdade duas expressões de uma mesma iniciativa. Por um lado, assume como estratégia estabelecer reflexão crítica às propostas atuais sobre Educação Financeira as quais qualificamos como dirigidas ao Mercado e à domesticação dos indivíduos. Por outro lado, e, ao mesmo tempo, pretende contribuir para que propostas alternativas possam emergir no campo de investigação em Educação Matemática como um todo, mas principalmente, a Eucação Matemática Crítica. Trata-se de investigação qualitativa com opção por pesquisa documental, que objetiva traçar um quadro teórico da Educação Financeira no mundo* e no Brasil. Além disso, pretende, ao olhar cuidadosamente para inserção dessa proposta nos currículos no Brasil, refletir criticamente sobre o que chamamos de “Processo de Legitimação da Educação Financeira”. Este consiste num conjunto de asserções, não des - intencionadas, sobre a necessidade que os indivíduos dominem, na modernidade liquida, competências que lhes permitam dentre outras coisas, utilizar “melhor” produtos financeiros, transformando-se, em melhores consumidores. De modo específico servirá a professores de matemática – e a outros professores e gestores escolares, também preocupados com essa questão, mas principalmente se dirige a Educadores Matemáticos visto que este processo de legitimação ocorre pela (via) matemática valendo-se de seu “poder formatador” e de sua característica “linguagem de poder”, como estratégia num processo de imponderação da Educação Financeira.<br>On the form of Financial Education, the theme under discussion in this paper has shown how "necessary" to individuals, considering the complexity of the financial products assumed in the present. However, we believe that, as is proposed, stimulates and develops attitudes own powers of thought liberal individualism to which we are opposed.
This research work has two purposes approaching, representing in fact two expressions of the same initiative. On the one hand, assumes as a strategy to establish critical reflection on current proposals Financial Education which qualify as directed to the Market and domestication of individuals. On the other hand, and at the same time, aims to contribute to alternative proposals that may emerge in the field of research in mathematics education as a whole, but especially the Education Critical Mathematics. This is qualitative research with option for documentary research, which aims to outline a theoretical framework of Financial Education in the world * and Brazil.Moreover, intends to look closely at this curricula insertion proposal in the Brazil,critically reflect on the what we call "Legitimation Process of Financial Education." This process consist in the set of assertions, no without intention about the need that individuals dominate in liquid modernity, skills to among other things,to the more use efficient financial products, becoming better consumers. Specifically can serve to math teachers - and other teachers and school managers also concerned about this issue, but mainly addresses Educators Math a since process of legitimation occurs by math availing himself of his "power formatter" and its characteristic "language of power" as a strategy process empowerment of Financial Education.
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Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/590.
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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
19
Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." University of Sydney. Education, 2003. http://hdl.handle.net/2123/590.
Full textAbstract:
This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
20
Liduário, Ester de Almeida. "A mercantilização e privatização do ensino superior e seus rebatimentos sobre a saúde do docente." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7361.
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A presente dissertação debate como a mercantilização e privatização da educação superior tem rebatimentos na saúde do docente face ao atual contexto que exige cada vez a produtividade e a competitividade dos docentes. Desta forma, foram realizados estudos através da teoria e do método do materialismo histórico para construção desta dissertação, vendo a saúde do trabalhador determinada socialmente e historicamente. A pesquisa é composta por revisão bibliográfica e também por pesquisa empírica realizada nos quatros encontros sobre saúde do trabalhador realizados pelo Sindicato Nacional (ANDES-SN). Nestes encontros estiveram presentes importantes atores sociais que representaram as diversas forças políticas e institucionais. Nesta dissertação a discussão perpassa principalmente pela o empresariamento das universidades, bem como, o adoecimento dos docentes frente a esta realidade e também as estratégias de enfrentamento do adoecimento através da perspectiva de análise destes encontros. Esta dissertação também revela a importância do docente conhecer as condições, relações e organização do trabalho, para o enfrentamento das doenças oriundas do trabalho.<br>The dissertation this debate as the commodification and privatization of higher education has repercussions on the health of teachers against the current context that increasingly demands the productivity and competitiveness of teachers. Thus, studies were conducted through the theory and method of historical materialism to build this dissertation, seeing the health of socially and historically determined worker. The research consists of literature review and also by empirical research conducted in four meetings on worker health conducted by the National Union (ANDES - SN). These meetings attended important social actors representing different political and institutional forces. In this dissertation the discussion permeates mainly by the entrepreneurship in universities " , as well as the illness of teachers face this reality and also coping strategies of illness from the perspective of analysis of these meetings . This work also reveals the importance of teaching meet the conditions, relations and work organization, to cope with illness arising from work.
21
Sinicki, Justin M. "A Social Psychological Perspective on Student Consumerism." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493396227402883.
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Roggendorf, Nadine. "How New Zealand universities present themselves to the public an analysis of communication strategies : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Masters of Arts (MA), 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/472.
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This thesis investigates how the eight state-funded New Zealand universities present themselves in the prospectuses they publish yearly. The background for this research is the fact that the universities now have to compete for students and funding monies because the government has linked the amount of funding to the number of students and the universities’ success in research (McKenzie, 1996). Additionally, student fees and private sources increasingly contribute to the universities’ budget. The entry of competition into the tertiary education sector is a result of recent policy changes that led the education sector from an egalitarian scholarly system with a tradition of open and free access for all citizens to a market-oriented education industry, which contributes considerably to the national economy. This restructuring of the tertiary education sector is part of the major social, political and economic changes that New Zealand went through – and is still going through – beginning with the Fourth Labour Government's second term of office from 1987 to 1990 (Holland & Boston, 1990). The historical background of this thesis focuses on these policy changes that influenced all areas of the public life in New Zealand in the last 25 years. The literature review established that these reforms resulted in processes of commodification of education, competitive marketisation and corporatisation of the universities (Butterworth & Tarling, 1994). The purpose of this thesis is to find evidence of these three tendencies within the language and visual presentation of the university prospectuses. The prospectuses have been chosen as the data corpus because they provide a comprehensive overview of the institutions. Moreover, they represent a hybrid genre of an advertorial text type, being partly informational, partly promotional. The data has been analysed by applying textually-oriented discourse analysis (Fairclough, 1992). Discourse analysis has been proven to be a suitable methodology as it links linguistic analysis to the broader social context. The premise of this approach was that social changes leave traces within the discourse. The data analysis confirmed the intended outcome that the tendencies of commodification, marketisation and corporatisation are visible in the present material. This concludes that the order of discourse of business has colonised the order of discourse of tertiary education.
23
Tonet, Martina. "Race and power : the challenges of Intercultural Bilingual Education (IBE) in the Peruvian Andes." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22125.
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This thesis examines enclaves of oppression and discrimination, which continue to subject indigenous peoples in the Peruvian Andean society to the pernicious legacies of a racist past. As an interpretive framework this interdisciplinary study draws from theoretical approaches to power, which analyse the reproduction of social injustice in post-colonial societies. This research demonstrates how resistance in post-colonial contexts does not always function as a subversive force. Especially when the variable of racism is taken into account, it becomes clearer how acts of opposition end up fostering a tyrannical domination. Examples from Peruvian history, as well as my fieldwork data, will illustrate how resistances and revolutions in the Peruvian Andes have paradoxically reinstated an oppressive and subjugating social system founded in disavowal of the indigenous Other. In dismantling the ramifications of a violent racist legacy, this study explores those social practices and attitudes which in the course of history have resulted in the subjugation of indigenous peoples. These include paternalism, the commodification of indigenous identity and the phenomenon of incanismo. Ultimately, the very negotiation of identities and the making of Peruvian ethnicity will highlight the reasons why, since the 1970s, the pursuit of Intercultural Bilingual Education (IBE) in the Peruvian Andes has been a challenging and uncertain endeavour. By comparison with bordering Andean regions of Ecuador and Bolivia, IBE is not in the hands of indigenous peoples. This thesis will demonstrate that this is in part due to an underpinning racism, which keeps disrupting a sense of belonging to an ethnic identity.
24
Bertolin, Julio Cesar Godoy. "Avaliação da qualidade do Sistema de Educação Superior Brasileiro em tempos de mercantilização : período 1994-2003." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/10339.
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Este estudo teve como objetivo elaborar uma proposta de indicadores para avaliação da qualidade do sistema de educação superior brasileiro e, com base nestes indicadores elaborados, medir e avaliar o desenvolvimento da sua qualidade no período 1993-2004. Considerou-se que o período escolhido está associado à intensificação do fenômeno da mercantilização da educação superior no Brasil. Para caracterizar o fenômeno, o estudo apóia-se nas perspectivas teóricas de Boaventura de Sousa Santos sobre as crises da universidade, de Ana Maria Seixas acerca das transformações privatistas e dos autores David Dill, Pedro Teixeira, Bem Jonbloed e Alberto Amaral sobre os mercados da educação superior. Os temas da qualidade e da avaliação da qualidade têm como referência principal os trabalhos de Ronald Barnett, Lee Harvey e Diana Green. Foram estudados os indicadores e sistemas de indicadores de educação adotados pelas agências internacionais, tais como Unesco e OCDE. Com essas referências foi elaborado um sistema de indicadores para avaliação do desenvolvimento da qualidade do Sesb, que compreende as categorias eqüidade, relevância, diversidade e eficácia. O estudo apresenta o sistema de indicadores elaborado e sua aplicação no período 1993-2004. Os resultados explicam a hipótese de trabalho, ou seja, em tempos de mercantilização da educação superior a qualidade da educação superior brasileira não se desenvolveu positivamente, visto que no período 1994- 2003 não foram encontradas evidências claras de melhorias do Sesb em termos de eqüidade, relevância, diversidade e eficácia.<br>The present study was carried out with the aiming to elaborate a proposal of indicators for assessing quality in Brazilian system for higher education and, based on those indicators, measure and evaluate the development of such quality in the period ranging from 1993 to 2004. It was considered the chosen period as associated to the increasing of the commodification of higher education in Brazil. In order to characterize that phenomena, the study used as grounds the theories developed by Boaventura de Sousa Santos, about the university crisis; by Ana Maria Seixas, about the privatizing transformations; and by David Dill, Pedro Teixeira, Bem Jonbloed, and Alberto Amaral, on the higher education markets. The matters involving quality and quality assessment have the main studies by Ronald Barnett, Lee Harvey, and Diana Green as references. The indicators and systems of education indicators adopted by international agencies such as Unesco and OCDE, were also studied. Based on those references a system of indicators for the evaluation of quality development in Sesb was elaborated, and it includes the following categories: equity, relevance, diversity, and efficiency. This study presents that indicators system as well as its application during the period 1993-2004. The results explain the hypothesis upon which work was developed, that is, in times of commodification of higher education, the quality of such education in Brazil has not developed positively. That is said based on the fact that during the period 1993-2004 there could not be found clear evidences of improvement in Sesb in what concerns equity, relevance, diversity, and efficiency.
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Vilaça, Murilo Mariano. "Publicar ou perecer: uma análise críticonormativa das características e dos efeitos dos modelos cientométrico e bibliométrico adotados no Brasil." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6915.
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A presente Tese de Doutorado analisa as características e os efeitos da cientometria e bibliometria adotadas no Brasil. Primeiramente, a fim de contextualizar o tema, faço uma revisão de literatura acerca do processo de mercantilização da educação. Meu objetivo é mostrar a inclinação empresarial das políticas públicas educacionais, especialmente aquelas voltadas para a pós-graduação. Além disso, seleciono e analiso alguns conceitos que ajudam a compreender o presente tema, bem como sustento a inadequação da lógica de economia de mercado como forma de gerir a Academia e a ciência. Na segunda parte da Tese, focalizo os critérios adotados para avaliar a hierarquizar Programas de Pós-Graduação e diferenciar pesquisadores. A tese a ser defendida é que o modelo CAPES de avaliação da pós-graduação está baseado numa norma produtividade de cunho periodicocrático que cria uma forte pressão por publicação de artigos em periódicos acadêmico-científicos, uma vez que eles os produtos privilegiados no modelo de mensuração objetivista em vigor. Produzir/publicar artigos torna-se, portanto, a performance acadêmico-científica por excelência. Isso enseja a criação de um mercado acadêmico-científico e de um mercado de publicações, o que cria um contexto propício para a ocorrência de más condutas acadêmico-científicas<br>This PhD Thesis analyzes the characteristic sand effects of scientometrics and bibliometrics adopted in Brazil. First, in order to contextualize the theme, I review the literature on the commodification of education process. My goal is to demonstrate the business inclination facing the educational public policies, especially those assumed to the Graduate level. Furthermore, I select and analyze some concepts that help me to understand the theme as well a show they keep the inadequacy of the logic of market economy in order to manage the Academy and the science. In the second part of the thesis, I focus on the criteria used to determine the rank of Graduate Programs and distinguish researchers between them. The thesis to be defended is that the CAPES evaluation for Graduate level is based on a standard productivity model called periodicracy which creates a strong pressure to publish articles in academic and scientific journals, since these products are privileged in the current objectivist measurement model. Therefore produce/publish articles becomes the preeminent Academic-scientific performance. This entails the creation of an academic scientific market and a market of publications, which creates a propitious environment for the occurrence of Academic-scientific misconduct.
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Alves, Janice Gonçalves. "A terceirização do ensino de língua estrangeira em escolas de ensino formal." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-26112010-161803/.
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Este trabalho tem como foco principal analisar o fenômeno da terceirização de ensino de língua estrangeira bem como suas respectivas práticas educacionais no contexto da educação formal. Trata-se de uma pesquisa qualitativa-interpretativa de cunho etnográfico, realizada a partir de observações de aulas, entrevistas formais e informais com professores, alunos, coordenador e diretor em uma escola particular que pratica a terceirização do ensino de línguas com um instituto de idiomas. As concepções que embasaram as análises realizadas são as das teorias da pedagogia crítica (FREIRE, 1996; GIROUX, 1997) e dos letramentos e multiletramentos ( GEE, 1990; COPE e KALANTZIS, 1996; LANKSHEAR e KNOBEL, 2003). As análises assinalaram que, sob um contexto neoliberal de mercantilização da educação, a terceirização do ensino de línguas foi uma alternativa que visa garantir a qualidade e a produtividade numa visão linguística estruturalista do que seria um ensino eficaz. No entanto, sob uma perspectiva voltada aos objetivos educacionais e de formação do estudante, pertinentes a uma visão de língua como prática social e um lugar onde valores são construídos, essa prática mostrou-se incompatível, considerando as mudanças percebidas na sociedade atual.<br>This work focuses on analyzing the phenomenon of outsourcing foreign language teaching as well as their respective educational practices in the context of formal education. It is a qualitative and interpretative ethnographical-oriented research held from observations of lessons, formal and informal interviews with teachers, students, Coordinator and Principal in a private school that practices the outsourcing of language teaching with a language Institute. The conceptions leading the analyses carried out are the theories of critical pedagogy (FREIRE, 1996; GIROUX, 1997) and literacy and multiliteracy studies (GEE, 1990; COPE and KALANTZIS, 1996; LANKSHEAR and KNOBEL, 2003). The analysis has indicated that, under a neoliberal context of commodification of education, language teaching outsourcing has been an alternative which aims to ensure the quality and productivity in a structuralistic linguistic view of what should be an effective education. However, under educational objectives, relevant to a perspective of language as a social practice and a place where values are built, this practice has signaled to be incompatible, considering the changes observed in the nowadays society.
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Carvalho, Glaucia Maria de Oliveira. "Estágio curricular não obrigatório em serviço social: uma agenda recorrente na formação profissional do(a)s assistentes sociais." Universidade Estadual da Paraíba, 2015. http://tede.bc.uepb.edu.br/jspui/handle/tede/2896.
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Previous issue date: 2015-09-08<br>CAPES<br>The professional training of social workers today face the challenges posed by market forces
transforming education in new marketing niche. The Stage in Social Work as a key element in
the training process of social assistants converges on their achievement the implications of the
current context placed to exercise and the professional training the social assistant. The
operation conditions of the stages, especially the non- mandatory, exposes this dynamic that
weakens the teaching- learning relationship that must be guaranteed during all the training
process. In this respect , this scientific study intends to analyze the process of didacticpedagogic
monitoring not mandatory during the curricular training in social work and the
repercussions to the formation social worker, at this juncture of reform of Higher Education,
the main focus of research, graduation in Social Work at the State University of Paraíba
(UEPB). The study provided a literature review, document analysis and empirical data
collection performed with the segments that participate directly in the operation of not
mandatory stage: the academic supervisors, the internship coordinator in Social Work
students and trainees. We found that the educational support of the not mandatory stage is a
problem within the educational institution, since it is weakened, or even non-existent, as a
result of current conditions laid down for higher education in Paraíba. The absence of
educational support has contributed to these experiences respond primarily the cheap hand
labor occupation requests from students who need their payment, at the expense of an
experience that should enable a qualitative approach of the everyday professional work.
However, we emphasize the advances made and the strength of the normative regulation of
the profession regarding the guidance to carry out an exceptional internship, with didactic and
pedagogical purpose in enabling the development of skills and competencies necessary to the
professional activity of future social assistants with emphasis on national policy stage of the
Association of education and Research in Social Work - ABEPSS, articulating instrument in
favor of strengthening the front training project the capital invested.<br>A formação profissional dos assistentes sociais na atualidade enfrenta os desafios impostos
pela lógica mercantil que transforma a educação em novo nicho mercadológico. O estágio em
Serviço Social, como elemento central no processo formativo dos assistentes sociais, conflui
em sua realização as implicações do atual contexto colocadas ao exercício e à formação
profissional. As condições de operacionalização dos estágios, sobretudo do não obrigatório,
evidenciam essa dinâmica que fragiliza a relação de ensino-aprendizagem que deve ser
garantida durante o processo de formação. Neste sentido, este estudo intenciona analisar o
processo de acompanhamento didático-pedagógico do estágio curricular não obrigatório em
Serviço Social e os rebatimentos à formação profissional, na atual conjuntura de
contrarreforma do Ensino Superior, tendo como lócus de pesquisa o curso de Serviço Social
da Universidade Estadual da Paraíba (UEPB). O estudo disponibilizou de revisão
bibliográfica, análise documental e coleta de dados empíricos realizada com os segmentos que
participam diretamente da operacionalização do estágio não obrigatório: os supervisores
acadêmicos, o coordenador de estágio em Serviço Social e as alunas estagiárias. Constatamos
que o acompanhamento pedagógico do estágio não obrigatório é uma problemática no âmbito
da instituição de ensino, vez que ele é fragilizado, ou até mesmo inexistente, como
consequência das atuais condições postas para a educação superior na Paraíba. A ausência de
acompanhamento pedagógico vem contribuindo para que estas experiências respondam,
prioritariamente, as requisições de força de trabalho barata dos discentes que necessitam da
remuneração, em detrimento de uma experiência que deveria possibilitar uma aproximação
qualitativa do cotidiano do trabalho profissional. Todavia, ressaltamos os avanços
conquistados e o potencial dos aparatos normativos da profissão no que concerne ao
direcionamento à realização de um estágio com qualidade, com finalidade didáticopedagógica
que possibilite o desenvolvimento das habilidades e competências necessárias ao
exercício profissional dos futuros assistentes sociais, com destaque à Política Nacional de
Estágio da Associação Brasileira de Ensino e Pesquisa em Serviço Social - ABEPSS,
instrumento articulador em prol do fortalecimento do projeto de formação frente as investidas
do capital.
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Laliberte, Matthew Dana. "Florida's A++ Plan: An Expansion and Expression of Neoliberal and Neoconservative Tenets in State Educational Policy." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104495.
Full textAbstract:
Thesis advisor: Curt Dudley-Marling<br>This critical policy analysis, informed by a qualitative content analysis, examines the ideological orientation of Florida’s A++ Plan (2006), and its incumbent impact upon social reproduction in the state. Utilizing a theoretical framework that fuses together critical theory (Horkheimer, 1937; Marcuse, 1964; Marshall, 1997), Bernstein’s (1971, 1977) three message systems of education and dual concepts of classification and frame, and Collins‘ (1979, 2000, 2002) notion of the Credential Society, the study examines the ideological underpinnings of the A++ Plan’s statutory requirements, and their effects on various school constituencies, including students, teachers, and the schools themselves. The study’s findings show that neoliberal and neoconservative ideological tenets buttress much of the A++ legislation, advancing four particular ideological imperatives: an allegiance to workforce readiness, a burgeoning system of standardization and accountability, the elevation of traditional values and nationalism, and the championing of individual responsibility. Through the control of Bernstein’s three message systems of education, these ideological imperatives deeply impact public education in Florida, and in particular have a disproportionately negative impact upon schools serving high-poverty, high-minority student populations. New initiatives such as the Major Areas of Interest mandate and the Ready-to- Work Program, both of which are heavily influenced by corporate interests, elevate an ethic of economy that commodifies students. At the same time, the legislation ushers in unprecedented levels of curricular and pedagogical standardization that makes comparisons between students and teachers a reality, while commensurately creating a more competitive climate between schools as a means of promoting school choice throughout the state. Further, the legislation advances a vision of society that is strikingly conservative in tenor through the deliberate manipulation of the state’s History and Health curricula, while simultaneously creating programs such as the Character Development Program that espouse a narrowly construed vision of character. Finally, each of the legislative moves described above are undergirded by an increasing reliance not upon the state, but upon the individual who comes to see her or his choices as the sole arbiters of her or his success or failure, absent any possible mitigating, external factor(s). The study concludes with recommendations for further research addressing the manifest effects of neoliberal and neoconservative axioms in education, and a call to action targeted at progressive educators to confront these types of “reforms.” It further recommends that policymakers acknowledge that handing the governance of schools and the curriculum therein over to neoliberal and neoconservative ideologues will result in schools that both overtly value instrumental, corporatist outcomes, and purposefully advance a myopic vision of our nation’s collective memory and system of governing values. The marriage of neoliberalism and neoconservatism is positioned as antithetical to progressive education, and stands to turn back the clock on issues of equity, social justice, and social mobility<br>Thesis (PhD) — Boston College, 2015<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Petit, Kevin. "En immersion dans "l'Irlande authentique" : étude sociolinguistique critique de la revitalisation de l'irlandais dans le cadre de séjours linguistiques." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE2061.
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Cette thèse porte sur la revitalisation de l’irlandais dans les summer colleges, des stages d’immersion situés dans des régions rurales et irlandandophones de l’ouest de l’Irlande. Afin de mieux comprendre les effets sociologiques de l’enseignement des langues, cette recherche se situe à la croisée des travaux en didactique des langues portant sur les interactions pédagogiques, et des travaux en sociolinguistique critique analysant les mouvements de revitalisation linguistique. Si l’importance de l’éducation dans la légitimation d’une langue est souvent donnée comme acquise, peu d’études analysent la manière dont les pratiques pédagogiques participent à définir le statut d’une langue et le sens que revêt son apprentissage. Dans cette recherche, il s’est donc agi d’expliquer comment les séjours linguistiques dans les summer colleges produisent ou remettent en cause la structure sociale et spatiale du bilinguisme en Irlande. Pour se faire, j’ai constitué un corpus de données langagières interactionnelles (interactions en classe et entretiens), d’observations participantes, de questionnaires et de documents historiques, grâce à un travail de terrain sociolinguistique consistant en des études de cas ethnographiques dans trois stages d’irlandais. Tout d’abord, je montre que les romantiques-nationalistes irlandais ont créé les premiers summer colleges au début du 20ème siècle afin de produire la Gaeltacht, un territoire imaginé comme authentiquement irlandais (et totalement irlandophone) qui devait servir de modèle afin de mener à bien le projet d’indépendance du Royaume-Uni. Puis j’explicite comment et pourquoi aujourd’hui, dans les summer colleges étudiés pour cette thèse, l’enseignement de l’irlandais permet aux organisateurs de réaliser des projets sociaux-économiques et politiques au niveau local. Premièrement, les règles de langue participent à la reproduction ou la remise en cause de ce que je définis (après Anderson 1991) comme la « communauté imaginée Gaeltacht ». Deuxièmement, les pratiques pédagogiques observées dans deux stages amènent les apprenants à se saisir de la langue différemment : dans le premier stage, l’irlandais est construit comme un objet culturel, alors que dans le second il est construit comme une ressource linguistique dans le répertoire plurilingue des élèves. Enfin, j’explore comment la récente marchandisation de l’apprentissage de l’irlandais sur le marché international du tourisme bouleverse l’économie des ressources linguistiques. La thèse défendue est que l’importance des institutions d’enseignement des langues dans la revitalisation linguistique repose sur leur capacité à produire des « sociodicées linguistiques », que je définis comme des récits qui justifient un certain ordre social à partir d’idéologies linguistiques prenant corps lors de l’expérience d’apprentissage<br>This doctoral thesis studies the revitalisation of Irish through language learning holidays in summer camps (called summer colleges) situated in officially Irish-speaking regions in the West of Ireland. In order to better understand the sociological impact of language teaching, previous work from two research traditions were mobilised: interactional linguistics applied to language teaching and critical sociolinguistics of language revitalisation movements. The importance of education for the legitimation of a language is widely acknowledged, however, few studies analyse the way pedagogical practices participate in defining the status of a language and the meaning attached to its learning. Therefore, the aim of this research is to explain how language learning holidays in summer colleges produce or question the social and spatial structure of bilingualism in Ireland. To do so, I produced a corpus of interactional data (class interactions and interviews), participant observations, questionnaires, and historical sources, through sociolinguistic fieldwork consisting of ethnographic case studies in three summer colleges. First, I show that Irish romantic-nationalists opened the first summer colleges at the beginning of the 20th century in order to produce the Gaeltacht, a space imagined as authentically Irish (and totally monolingual) which was supposed to serve as a model for the independence movement from the United Kingdom. Then, I explain how and why today, in the summer colleges I studied, the teaching of Irish is a way for organisers to carry out socio-economic and political projects at the local level. Firstly, language rules participate in the reproduction or the transformation of what I define (after Anderson 1991) as “the Gaeltacht imagined community”. Secondly, the pedagogical practices observed in two summer colleges lead students to appropriate the language differently: in the first course, Irish is constructed as a cultural object, whereas in the second one it is constructed as a linguistic resource in the plurilingual repertoire of students. Finally, I explore how the recent commodification of the teaching of Irish on the international tourism market unsettles the economy of linguistic resources. The main thesis is that the importance of language teaching institutions for language revitalisation lays in their capacities to produce “linguistic sociodysseys”, defined as narratives which justify specific social orders based on linguistic ideologies rationalized during the experience of learning
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Lendrin, Helga. "Université Virtuelle Africaine : le paradoxe du processus d’industrialisation de l’enseignement supérieur en Afrique Subsaharienne." Thesis, Compiègne, 2021. http://www.theses.fr/2021COMP2627.
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Pourquoi financer le déploiement d'une technologie là où, faute d'infrastructures, celle-ci ne peut matériellement pas fonctionner correctement ? Si les objectifs avancés par la Banque mondiale, à l'origine du lancement de l'Université Virtuelle Africaine (UVA) en 1997, sont l'augmentation de l'accès à l'enseignement supérieur en Afrique couplée à des économies d'échelles, la question se pose de savoir quelle démocratisation est espérée lorsque le moyen qui doit la rendre possible ne peut tout simplement pas fonctionner par manque d'infrastructures. En s'appuyant sur le concept d'« hypertélie » développé par Gilbert Simondon (1958) pour désigner la suradaptation d'un objet technique dans un milieu inadapté à son fonctionnement, cette recherche doctorale propose d'appréhender le lancement de l'Université Virtuelle Africaine (UVA) comme une introduction anticipée des TIC et de la culture numérique par la Banque mondiale au sein d'universités traditionnelles d'Afrique subsaharienne avec pour objectif la mise en marché de l'enseignement supérieur. Objectif soutenu par la transformation de l'UVA en organisation intergouvernementale qui génère un mythe (Barthes, 1957 ; Simondon, 1958) caractérisé par la séparation entre une forme première et son fond idéologique, qui, ainsi libéré, peut se fixer à d'autres formes, s'articuler à d'autres fonds, et devenir une tendance générale. L'UVA acquiert ainsi une raison d'être : constituer une forme mythique capable de véhiculer des concepts qui se transforment en tendances sous forme de structures<br>Why fund the deployment of a technology where, due to lack of infrastructure, it cannot physically function properly? If the objectives put forward by the World Bank, at the origin of the launch of the African Virtual University (AVU) in 1997, are to increase access to higher education in Africa coupled with economies of scale, the question arises as to what democratisation is hoped for when the means that should make it possible simply cannot function due to lack of infrastructure. This is evidenced by the failure of the AVU in economic and pedagogical terms (Loiret, 2007), in contrast to its continued development through its transformation into a pan-African intergovernmental organisation in 2002. Based on the concept of 'hypertelia' developed by Gilbert Simondon (1958) to designate the over-adaptation of a technical object in an environment unsuited to its functioning, this doctoral research proposes to understand the launch of the African Virtual University (AVU) as an anticipated introduction of ICTs and digital culture by the World Bank within traditional universities in sub-Saharan Africa, with the objective of commodising higher education. This objective is supported by the transformation of the AVU into an intergovernmental organisation which generates a myth (Barthes, 1957; Simondon, 1958) characterised by the separation of a primary form from its ideological background, which, thus liberated, can be attached to other forms, articulated to other backgrounds, and become a general trend. The AVU thus acquires a reason to be : to constitute a mythical form capable of conveying concepts that are transformed into tendencies in the form of structures
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Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
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The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
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Tsiu, Asser Tsiu. "Commodification, institutional restructuring and corporate communication in higher education : a case study of the media campaign of the University of Natal." Thesis, 2002. http://hdl.handle.net/10413/5191.
Full textAbstract:
Changes in global political economy are moving towards 'capitalisation' of public institutions through market instruments. These changes create new environments and challenges. In order to meet these challenges, higher education institutions are restructuring to position themselves in their new environment. In this process, the media play an active role. Using corporate communication as a focal point, this research examines how higher education institutions aim to accomplish their mission, on one hand and mitigate challenges of the new political economy, characterised, by globalisation and marketisation, on the other. Using the University of Natal's corporate communication media campaign as a case study, the research looks into how education is commodified through processes of institutional restructuring and how this is reflected or mirrored through corporate communication strategies. This study is done within cultural studies and critical media research tradition. In contrast to 'administrative' studies that focus on how to use mass communications within the given political economic order to influence audiences, sell products or promote institutions, it addresses social and cultural effects of corporate communication in higher education. It offers insight into how corporate communication could be utilised for societal good instead of perpetuating social inequalities. Chapter One provides an overview of corporate communication and how it interacts with higher education by looking into challenges that threaten institutions to accomplish their mission. Chapter Two offers a theoretical framework of the new political economy through which higher education is now operating and how the media plays a role in this framework. Chapter Three provides an analysis of the media campaign of the University of Natal as evaluated against the institution's mission statement, and Chapter Four offers data analysis and lessons learned from the University of Natal media campaign.<br>Thesis (M.A.)-University of Natal, Durban, 2002.
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Zornes, Deborah. "The business of the university: research, its place in the 'business', and the role of the university in society." Thesis, 2012. http://hdl.handle.net/1828/4249.
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Neoliberal ideologies have been adopted through most of the developed world. In North America, they dominate and provide the backdrop for the way decisions are made, organisations are governed, and policies are considered and implemented. Universities have not been exempt from the pressures of neoliberalism and increasingly are becoming what is being referred to as ‘corporatised’.
Using a multi-institutional ethnographic case study, drawing on elements of institutional ethnography and using discourse analysis and interviews, this research focused on these topics with four research intensive universities in British Columbia: UBC, UNBC, UVic and SFU. This research sought to answer the question: In what ways is corporatisation visible in the practices and discourses related to university research in British Columbia, and, in turn, what impacts are being felt?
The findings from the research indicated that there is, as might be expected, strong support for post-secondary education. The rhetoric in the documents from the universities and governments shows a ‘grand vision’ for education as the cornerstone of a successful society. The findings confirm that universities are viewed internally and externally as important and that, in turn, research and discovery is paramount. However, what the research also showed was that there are differing views among those in power regarding how that vision plays out. Those differences can be summarized as: citizen preparation versus job training; social innovation versus commercial innovation; targeted research (both in the type of research carried out and to what ends); and the level of autonomy of the university. These tensions can be considered through the theoretical frameworks that guided the research: commodification (i.e., of education and research); resource dependence theory; and institutional theory.
Universities are increasingly being corporatised and this is visible in: increased oversight and control by governments with regard to the direction of the university, both from an educational and research perspective; an emphasis on the fiscal bottom line; increased accountability requirements (in complexity and frequency) related to funding for educational programs and research; increased demands for, and focus on, demonstrable impacts and quantifiable measures from research; a reduced amount of collegial governance; increased bureaucracy; and pressures to adopt business models, practices, and processes from the private sector.<br>Graduate
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Burwell, Catherine. "The Politics and Pedagogy of Young People's Digital Media Participation." Thesis, 2011. http://hdl.handle.net/1807/31702.
Full textAbstract:
In this thesis I survey the terrain of digital interactions between youth, corporations and pop culture texts in order to complicate current visions of participatory culture. I argue that popular images of the empowered young users of a new digital democracy need to be complicated by asking questions about the politics of digital participation: about whose voices are heard, about where attention is centred, about how interactivity is defined, about who is rewarded for creative labour. The opening chapter introduces key issues within a critical examination of digital participation, including commodification, user agency and intellectual property. It also outlines my methodologies and my choice of research site – namely internet television, and the proliferation of corporate and youth practices around digitized television texts. The next two chapters provide case studies that identify and evaluate not only the interactions between corporate producers and young users, but also the power relations between the two. First, I analyze young women‘s video remixes of the program Gossip Girl. I consider the remixes as gendered texts that contribute new aesthetics and concerns, even as they reproduce dominant interpretations of contemporary girlhood. I also consider the distribution of the videos on YouTube, noting how their circulation simultaneously challenges corporate ownership and creates profit and promotion for those same corporate owners. Next, I examine interactions around the The Colbert Report. Focusing on the program‘s official discussion boards, I demonstrate how young fans have taken up Stephen Colbert‘s invitation to join in the parody by creating a vibrant, dialogic and rowdy community that has frequently come into conflict with Comedy Central producers. In their attempts to address these conflicts and create alternative spaces of their own, these young people gesture towards larger tensions over the control of public digital dialogue. The final chapter draws on my research and experience as a teacher to consider how these case studies might help us to frame our own educational projects. I call for a digital literacy curriculum that provides both a place for students to reflect on their daily activities within mediated environments and the opportunity to experiment with digital production.
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Jaimungal, Cristina S. "Language, Power, and Race: A Comparative Approach to the Sociopolitics of English." Thesis, 2013. http://hdl.handle.net/1807/42856.
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This thesis highlights the sociopolitics of English as a dominant/colonial language by focusing on the linkage between language, power, and race. Grounded in critical language theory, comparative education theory, and anti-racism research methodology, this research examines the inextricable relationship between language, power, and race. With this in mind, this thesis argues that language, specifically English, is not a neutral tool of communication but a highly contentious issue that is deeply embedded in sociopolitical ideologies and practices. The contexts of Japan and Trinidad and Tobago are used to illustrate how colonialism continues to impact English language policy, practice, and perceptions. In sum, this research aims to bridge the gap between critical language theory, comparative education theory, and anti-racism studies in a way that (1) highlights the complexity of language politics, (2) explores ideological assumptions inherent in the discourse of the "native" language, and (3) underscores the overlooked ubiquity of race.
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Barbour, Nancy Staton. "Global citizen, global consumer : study abroad, neoliberal convergence, and the Eat, Pray, Love phenomenon." Thesis, 2012. http://hdl.handle.net/1957/30087.
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This thesis examines the convergence of neoliberal rhetoric across popular media, academic, and institutional discourses, and draws connections between contemporary women's travel literature and common scripts in study abroad promotion. Finding such narratives to be freighted with ethnocentric constructs and tacit endorsements of market-based globalization, I critique the mainstreaming of neoliberal attitudes that depict travel as a commodity primarily valuable for its role in increasing the worth of U.S. American personhood. I question both the prevailing definitions of "global citizenship" and the ubiquitous claims that study abroad prepares students for "success in the global economy" as ideological signifiers of a higher education system that is increasingly corporatized.
Utilizing a postcolonial and transnational feminist theoretical framework, the thesis offers a literary analysis of contemporary women's travel memoirs, examining patterns of narcissism and "othering" in their depictions of cross-cultural encounter, and connects these neoliberal trends to consumerism in higher education, study abroad, and post-second wave feminism. Shared themes in the representation of privileged U.S./Western women abroad and the student-consumer model in higher education bespeak a movement toward individual international engagements that reinforce corporate motives for travel and endorse the commodification of global environments, cultures, and people. In hopes of contesting this paradigm, I argue for the reassertion of a social justice-oriented definition of global citizenship and for educational models that foster self-criticism and the decolonization of knowledge.<br>Graduation date: 2012
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Wang, Lurong. "Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada." Thesis, 2011. http://hdl.handle.net/1807/27608.
Full textAbstract:
This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace.
Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society.
My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.