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Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 25 > No. 13 (2020)

 

Abstract

The article presents the results of research on the discursive models of academic relationships that come to the fore in the academic discourse on the reform of higher education in Poland. The aim of the research was to capture the ways of formulating knowledge about the reform of science and higher education and its subjects (i.e., academic teachers and students). The research material comprised 17 Polish academic monographs published in the years 2011-2014 (immediately after the introduction of the higher education reform in Poland). The direction of the analyses was emergent and inductive and was in line with the assumptions of post-Foucauldian discourse analysis. The theoretical basis was determined by the set of categories that constitute the phenomenon of the “formation of knowledge.” The main research problem was expressed by the question about what "truths" about the reform of science and higher education, its main subjects (academic teachers and students), and the relationships between them emerge from the analysed discourse. The research has led to the reconstruction of discursive models of academic teachers (traditional professor, docile workhorse, and hopeless practitioner) and students (student sensu stricto, client, disobedient citizen).

Keywords

Higher Education, Academic Discourse, Post-Foucauldian Discourse Analysis, Academic Teacher, Student

Author Bio(s)

Justyna Spychalska-Stasiak is Assistant Professor in the Department of Research Methodology and Discourse Studies at Kazimierz Wielki University. Her scientific interests focus on academic manufacturing of knowledge and scientific discourse. Please direct correspondence to justyna.spychalska.stasiak@gmail.com.

Helena Ostrowicka is Associate Professor, Head of the Department of Research Methodology and Discourse Studies and Dean of the Faculty of Pedagogy at Kazimierz Wielki University. Her research interests focus on general and critical pedagogy, in particular on policy and educational discourse analysis. Please direct correspondence to hostrowicka@ukw.edu.pl.

Acknowledgements

This work was supported by the National Science Centre in Poland as research project No. 2014/14/E/HS6/00671. An earlier version of this paper was presented at the 4th World Conference on Qualitative Research (WCQR2019) in Oporto, Portugal, October 16th to 18th 2019. https://2019.wcqr.info/world-conference-on-qualitative-research/

Publication Date

12-4-2020

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2020.4755

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