Pub Date : 2023-04-28DOI: 10.1080/01596306.2023.2200079
D. Lee
ABSTRACT Singapore’s higher education history had students involved in anti-colonial movements. This study examines how historical discourses on state efforts to manage university student movements (1953–1980) unintentionally reproduce in the intercultural business practices of today’s professionals. It explores how professional accounts of intercultural business practices resonate with historical memories of student movements, with individual accounts varying according to their family and educational backgrounds. Interviews with 30 Chinese Singaporean engineering professionals were compared and analysed based on their childhood home language, socioeconomic status, and whether they attended universities locally or overseas. Results show that the respondents selectively and unintentionally reconstruct historical themes to understand their cultural identities and professional practice. They converge on which aspect of higher education history resonates with them based on their family and educational backgrounds. This study shows how current actions have long-term unintended consequences. The discussion takes a postcolonial perspective of the global implications of the findings on individuals, national identity and higher education development.
{"title":"Identity grafting: influence of Confucian model universities on Chinese Singaporean engineering professionals","authors":"D. Lee","doi":"10.1080/01596306.2023.2200079","DOIUrl":"https://doi.org/10.1080/01596306.2023.2200079","url":null,"abstract":"ABSTRACT Singapore’s higher education history had students involved in anti-colonial movements. This study examines how historical discourses on state efforts to manage university student movements (1953–1980) unintentionally reproduce in the intercultural business practices of today’s professionals. It explores how professional accounts of intercultural business practices resonate with historical memories of student movements, with individual accounts varying according to their family and educational backgrounds. Interviews with 30 Chinese Singaporean engineering professionals were compared and analysed based on their childhood home language, socioeconomic status, and whether they attended universities locally or overseas. Results show that the respondents selectively and unintentionally reconstruct historical themes to understand their cultural identities and professional practice. They converge on which aspect of higher education history resonates with them based on their family and educational backgrounds. This study shows how current actions have long-term unintended consequences. The discussion takes a postcolonial perspective of the global implications of the findings on individuals, national identity and higher education development.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"441 - 461"},"PeriodicalIF":1.7,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44139428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1080/01596306.2023.2204221
K. Garrard, Juliana Ryan
Increasingly, competing discourses shape tensions between the role of the contemporary university and the global markets in which universities must exist. This paper draws on the examination of interviews with nine education academics in Australia to illuminate the construction of ‘global' in the production of the global graduate (GG). Discourse analysis is used to explore how, against the backdrop of COVID 19, participants construct different identities variously related to current and future orientations for the GG. This paper uses two big ‘D' discourses – efficiency as centralised imperative and boundless productivity – to explore knowledge production and accountabilities, neoliberalism, internationalisation and the construction of marketised universities operating in global knowledge economies. We conclude, the GG is an elusive notion, which draws mobile and multiple positionings to reveal unsettled and often ambiguous constructions of ‘university' and ‘teacher', with related tensions for the role and identity of education academics. [ FROM AUTHOR] Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Ambiguities and tensions in the construction of ‘global’ graduates","authors":"K. Garrard, Juliana Ryan","doi":"10.1080/01596306.2023.2204221","DOIUrl":"https://doi.org/10.1080/01596306.2023.2204221","url":null,"abstract":"Increasingly, competing discourses shape tensions between the role of the contemporary university and the global markets in which universities must exist. This paper draws on the examination of interviews with nine education academics in Australia to illuminate the construction of ‘global' in the production of the global graduate (GG). Discourse analysis is used to explore how, against the backdrop of COVID 19, participants construct different identities variously related to current and future orientations for the GG. This paper uses two big ‘D' discourses – efficiency as centralised imperative and boundless productivity – to explore knowledge production and accountabilities, neoliberalism, internationalisation and the construction of marketised universities operating in global knowledge economies. We conclude, the GG is an elusive notion, which draws mobile and multiple positionings to reveal unsettled and often ambiguous constructions of ‘university' and ‘teacher', with related tensions for the role and identity of education academics. [ FROM AUTHOR] Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43427483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1080/01596306.2023.2200076
S. Vong, W. Lo
ABSTRACT This paper explores the governmentality in Macao’s higher education (HE) by exemplifying how neoliberalism and Chinese nationalism simultaneously inform the governmental rationalities and technologies in the city. Like many other systems, neoliberalism has substantially shaped Macao’s HE. However, owing to post-colonial identity, Chinese nationalism has become a significant driving force in the development of Macao’s HE after the handover. On the basis of governmentality and a qualitative single case approach, this paper demonstrates how the neoliberal logic and nationalist discourses frame the governmentality in post-colonial Macao’s HE. The paper further argues that the recent development of the Guangdong-Hong Kong-Macao Greater Bay Area signifies an intensification of national integration that is deliberately associated with a wave of marketisation in HE. These developments represent the economic and political imperatives of Macao’s HE policy and provide insights into Chineseness in HE within the contemporary political context.
{"title":"On the (re)move: exploring governmentality in post-colonial Macao’s higher education","authors":"S. Vong, W. Lo","doi":"10.1080/01596306.2023.2200076","DOIUrl":"https://doi.org/10.1080/01596306.2023.2200076","url":null,"abstract":"ABSTRACT This paper explores the governmentality in Macao’s higher education (HE) by exemplifying how neoliberalism and Chinese nationalism simultaneously inform the governmental rationalities and technologies in the city. Like many other systems, neoliberalism has substantially shaped Macao’s HE. However, owing to post-colonial identity, Chinese nationalism has become a significant driving force in the development of Macao’s HE after the handover. On the basis of governmentality and a qualitative single case approach, this paper demonstrates how the neoliberal logic and nationalist discourses frame the governmentality in post-colonial Macao’s HE. The paper further argues that the recent development of the Guangdong-Hong Kong-Macao Greater Bay Area signifies an intensification of national integration that is deliberately associated with a wave of marketisation in HE. These developments represent the economic and political imperatives of Macao’s HE policy and provide insights into Chineseness in HE within the contemporary political context.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"389 - 406"},"PeriodicalIF":1.7,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48694379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1080/01596306.2023.2200077
W. Lo
ABSTRACT This paper aims to explain the path of higher education development and governance in (post-colonial) Hong Kong in light of the concept of hybridity. The paper begins with a historical review, delineating the establishment of major universities in Hong Kong, thereby illustrating how hybridity informs the trajectory of higher education development in the city. Considering the tensions and conflicts that emerged during the post-colonial transition and underlining the influences of managerialism and political activism, the paper draws on data from interviews with university council members and student leaders to outline the issues on university governance in Hong Kong. This paper argues that the response of the Chinese central government to the social unrest in the city represents a re-Sinification process that redefines the idea of the university in postcolonial Hong Kong.
{"title":"Departing from hybridity: higher education development and university governance in postcolonial Hong Kong","authors":"W. Lo","doi":"10.1080/01596306.2023.2200077","DOIUrl":"https://doi.org/10.1080/01596306.2023.2200077","url":null,"abstract":"ABSTRACT This paper aims to explain the path of higher education development and governance in (post-colonial) Hong Kong in light of the concept of hybridity. The paper begins with a historical review, delineating the establishment of major universities in Hong Kong, thereby illustrating how hybridity informs the trajectory of higher education development in the city. Considering the tensions and conflicts that emerged during the post-colonial transition and underlining the influences of managerialism and political activism, the paper draws on data from interviews with university council members and student leaders to outline the issues on university governance in Hong Kong. This paper argues that the response of the Chinese central government to the social unrest in the city represents a re-Sinification process that redefines the idea of the university in postcolonial Hong Kong.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"407 - 424"},"PeriodicalIF":1.7,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49488509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.1080/01596306.2023.2204515
D. R. Hansen, Anne M. Phelan
ABSTRACT In this theoretical and provocative paper our aim is to problematize universal ideals, and the closely related belief in educationalization, that frame education today. Inspired by the ethico-political work of Agamben ([2007]. Profanations. New York: Zone Books), and his focus on profane acts of play, and Zupančič's ([2008]. The odd one in: One comedy. Cambridge, MA: The MIT Press) psychoanalytical adaptation of Hegel's ‘concrete universal', we illustrate how universal ideals and beliefs often ‘fail' in comic absurd ways when they are performed in concrete practices. By analyzing different examples, which stem from the research literature, we describe how such ‘failure' looks. We argue that it is important to engage with the comic absurd as doing so can reveal how educators, politicians, and policymakers contribute to the (re)production of failures within the socio-symbolic (educational) order. However, such an engagement may enable us to ‘fail better’ in education if we also allow ourselves to question, challenge, and perhaps change this order by means of profane acts.
{"title":"Comic absurdity and profane acts in education","authors":"D. R. Hansen, Anne M. Phelan","doi":"10.1080/01596306.2023.2204515","DOIUrl":"https://doi.org/10.1080/01596306.2023.2204515","url":null,"abstract":"ABSTRACT In this theoretical and provocative paper our aim is to problematize universal ideals, and the closely related belief in educationalization, that frame education today. Inspired by the ethico-political work of Agamben ([2007]. Profanations. New York: Zone Books), and his focus on profane acts of play, and Zupančič's ([2008]. The odd one in: One comedy. Cambridge, MA: The MIT Press) psychoanalytical adaptation of Hegel's ‘concrete universal', we illustrate how universal ideals and beliefs often ‘fail' in comic absurd ways when they are performed in concrete practices. By analyzing different examples, which stem from the research literature, we describe how such ‘failure' looks. We argue that it is important to engage with the comic absurd as doing so can reveal how educators, politicians, and policymakers contribute to the (re)production of failures within the socio-symbolic (educational) order. However, such an engagement may enable us to ‘fail better’ in education if we also allow ourselves to question, challenge, and perhaps change this order by means of profane acts.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48619236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1080/01596306.2023.2200919
R. Bellingham
ABSTRACT This article problematises Initial Teacher Education (ITE) and assessment practices to contribute to the ongoing work of decolonising higher education. It critiques the entanglement of military imaginaries and ITE via a diffractive reading of ITE discourse and policy in the Australian context through military imaginaries in academic and SF literature. In military imaginaries there exists an imperative to enact warfare as ‘target processing’; that is, the essence of warfare is understood to be the operationalisation of a continuous cycle of identification of targets, selection and implementation of pre-determined methodologies to match these targets, followed by measurement of the outcomes of the process. This article considers how current ITE expectations prioritise a similar continuous cycle of selection and implementation of standardised methodologies and measurement of effects; effectively an ideology of ‘teaching as processing’. It examines how this expectation assists in creating certain concerning expectations and disappearances within teaching and education.
{"title":"Thinking teacher education through military imaginaries","authors":"R. Bellingham","doi":"10.1080/01596306.2023.2200919","DOIUrl":"https://doi.org/10.1080/01596306.2023.2200919","url":null,"abstract":"ABSTRACT This article problematises Initial Teacher Education (ITE) and assessment practices to contribute to the ongoing work of decolonising higher education. It critiques the entanglement of military imaginaries and ITE via a diffractive reading of ITE discourse and policy in the Australian context through military imaginaries in academic and SF literature. In military imaginaries there exists an imperative to enact warfare as ‘target processing’; that is, the essence of warfare is understood to be the operationalisation of a continuous cycle of identification of targets, selection and implementation of pre-determined methodologies to match these targets, followed by measurement of the outcomes of the process. This article considers how current ITE expectations prioritise a similar continuous cycle of selection and implementation of standardised methodologies and measurement of effects; effectively an ideology of ‘teaching as processing’. It examines how this expectation assists in creating certain concerning expectations and disappearances within teaching and education.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42238494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1080/01596306.2023.2200075
Xin Xu
ABSTRACT The definitions of internationalisation have been contested and require contextualisation. Despite the long-standing practice of and research on higher education internationalisation in Mainland China, ambiguities regarding the concept persist. This study examines academic discourses on the internationalisation of Chinese higher education. It draws on a systematic literature review of 240 journal articles published in Mandarin Chinese and English. Findings reveal the prevalence of defining internationalisation using Western discourses and attempts to provide Chinese definitions of internationalisation. The review also identifies the coexistence of educational, economic, political, and cultural logic clusters in the discourses on the internationalisation of Chinese higher education. In addition, the article discusses temporality, spatiality, affectivity and relationality in the discourses and their corresponding themes. It concludes with a discussion on the ‘Chinese characteristics’ of higher education internationalisation, and reflections on the common dichotomies and myth in the existing literature.
{"title":"Towards a Chinese definition of higher education internationalisation? A systematic review of the Chinese and English literature","authors":"Xin Xu","doi":"10.1080/01596306.2023.2200075","DOIUrl":"https://doi.org/10.1080/01596306.2023.2200075","url":null,"abstract":"ABSTRACT The definitions of internationalisation have been contested and require contextualisation. Despite the long-standing practice of and research on higher education internationalisation in Mainland China, ambiguities regarding the concept persist. This study examines academic discourses on the internationalisation of Chinese higher education. It draws on a systematic literature review of 240 journal articles published in Mandarin Chinese and English. Findings reveal the prevalence of defining internationalisation using Western discourses and attempts to provide Chinese definitions of internationalisation. The review also identifies the coexistence of educational, economic, political, and cultural logic clusters in the discourses on the internationalisation of Chinese higher education. In addition, the article discusses temporality, spatiality, affectivity and relationality in the discourses and their corresponding themes. It concludes with a discussion on the ‘Chinese characteristics’ of higher education internationalisation, and reflections on the common dichotomies and myth in the existing literature.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"364 - 388"},"PeriodicalIF":1.7,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48247714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1080/01596306.2023.2200074
R. Yang
ABSTRACT For modern universities in China, becoming international has long meant to tread in Western steps in the face of the overweening West. Central to China’s higher education development has been the promise of a successful synthesis of knowledge drawn from the best of China and West. As China’s international engagement in higher education stimulates more and more local policies and reforms on a global scale, the Chinese idea of a university is placed highly on the research agenda within and outside the Chinese mainland. Reporting findings from a recent study funded by the Hong Kong Research Grants Council, with empirical data collected through fieldwork at Peking University and Tsinghua University, this article reveals that combining the seemingly contradictory Chinese and Western ideas of a university is increasingly likely. The conventional binary positioning of Chinese and Western traditional ideas of a university in the literature needs to be rethought.
{"title":"Embracing Western values while cleaving to traditions: experiments of the Chinese idea of a university at Peking and Tsinghua","authors":"R. Yang","doi":"10.1080/01596306.2023.2200074","DOIUrl":"https://doi.org/10.1080/01596306.2023.2200074","url":null,"abstract":"ABSTRACT For modern universities in China, becoming international has long meant to tread in Western steps in the face of the overweening West. Central to China’s higher education development has been the promise of a successful synthesis of knowledge drawn from the best of China and West. As China’s international engagement in higher education stimulates more and more local policies and reforms on a global scale, the Chinese idea of a university is placed highly on the research agenda within and outside the Chinese mainland. Reporting findings from a recent study funded by the Hong Kong Research Grants Council, with empirical data collected through fieldwork at Peking University and Tsinghua University, this article reveals that combining the seemingly contradictory Chinese and Western ideas of a university is increasingly likely. The conventional binary positioning of Chinese and Western traditional ideas of a university in the literature needs to be rethought.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"348 - 363"},"PeriodicalIF":1.7,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44011489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1080/01596306.2023.2202898
L. Bradley
ABSTRACT This paper contributes to decolonisation theory and debates in Higher Education by thinking from the practice of diversifying subject reading lists. To illustrate the scene within which diversification efforts unfold I draw on primary research designed to explore the function of a subject canon (Urban Studies). Researched and written as an autoethnographic rhizoanalysis, I show that texts’ meanings are intertextually established through hegemonic processes of canonisation, which are curricular in effect; and which draw in readers as nodes through which the assemblage proliferates. Using Karen Barad’s concept of intra-activity to better articulate the materiality of this curricular assemblage and our inseparability from it, I critique the common practice of adding more diversity for its failure to attend to underlying logics and its edging out of more radical responses. I then discuss the decolonial openings that intra-action makes possible, focusing on its potential for producing different knowledge(s) through reading and research.
{"title":"Stories of the canon (stories of the self): towards an intra-active decolonisation of higher education","authors":"L. Bradley","doi":"10.1080/01596306.2023.2202898","DOIUrl":"https://doi.org/10.1080/01596306.2023.2202898","url":null,"abstract":"ABSTRACT This paper contributes to decolonisation theory and debates in Higher Education by thinking from the practice of diversifying subject reading lists. To illustrate the scene within which diversification efforts unfold I draw on primary research designed to explore the function of a subject canon (Urban Studies). Researched and written as an autoethnographic rhizoanalysis, I show that texts’ meanings are intertextually established through hegemonic processes of canonisation, which are curricular in effect; and which draw in readers as nodes through which the assemblage proliferates. Using Karen Barad’s concept of intra-activity to better articulate the materiality of this curricular assemblage and our inseparability from it, I critique the common practice of adding more diversity for its failure to attend to underlying logics and its edging out of more radical responses. I then discuss the decolonial openings that intra-action makes possible, focusing on its potential for producing different knowledge(s) through reading and research.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42372614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-14DOI: 10.1080/01596306.2023.2200078
Sheng-Ju Chan, Cheng-Cheng Yang, William Yat Wai Lo
ABSTRACT This article considers the adoption of Western neoliberalism in Taiwan’s higher education (HE) governance as a hybridisation process in which the influences of political democratisation, social liberalisation and Chinese cultural traditions intersect with contemporary Western norms and values. The paper draws on data from interviews with senior university administrators and education ministry officials to delineate the resistance to the competitive ethos embedded in neoliberalism and the retention of state presence and intervention in university governance, highlighting Taiwan’s historical, socio-political and cultural contexts. This account exemplifies how various historical, socio-political and cultural factors influence Taiwan’s HE governance and how Western norms and values are absorbed, questioned and resisted during the hybridisation process.
{"title":"Adopting neoliberal values in Taiwan’s higher education governance: a hybridisation process","authors":"Sheng-Ju Chan, Cheng-Cheng Yang, William Yat Wai Lo","doi":"10.1080/01596306.2023.2200078","DOIUrl":"https://doi.org/10.1080/01596306.2023.2200078","url":null,"abstract":"ABSTRACT This article considers the adoption of Western neoliberalism in Taiwan’s higher education (HE) governance as a hybridisation process in which the influences of political democratisation, social liberalisation and Chinese cultural traditions intersect with contemporary Western norms and values. The paper draws on data from interviews with senior university administrators and education ministry officials to delineate the resistance to the competitive ethos embedded in neoliberalism and the retention of state presence and intervention in university governance, highlighting Taiwan’s historical, socio-political and cultural contexts. This account exemplifies how various historical, socio-political and cultural factors influence Taiwan’s HE governance and how Western norms and values are absorbed, questioned and resisted during the hybridisation process.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"425 - 440"},"PeriodicalIF":1.7,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45171974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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