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The Becoming of Higher Education Pol...

Tchekpassi, Tewero.

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The Becoming of Higher Education Policy in Sub-Saharan Africa: A Critical Discourse Analysis and Posthumanist Reading of a Teacher's Experiences.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Becoming of Higher Education Policy in Sub-Saharan Africa: A Critical Discourse Analysis and Posthumanist Reading of a Teacher's Experiences./
Author:	Tchekpassi, Tewero.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	332 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Education policy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28157234
ISBN:	9798698579489

The Becoming of Higher Education Policy in Sub-Saharan Africa: A Critical Discourse Analysis and Posthumanist Reading of a Teacher's Experiences.
Tchekpassi, Tewero.

The Becoming of Higher Education Policy in Sub-Saharan Africa: A Critical Discourse Analysis and Posthumanist Reading of a Teacher's Experiences. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 332 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2020.

This item must not be sold to any third party vendors.

This study conducted a critical discourse analysis (CDA) of Sub-Saharan Africa's (SSA) higher education policy (HEP) and a posthumanist analysis of an in-service teacher's experiences with the implementation of this policy. The purpose was to (a) find out what forces drove the construction and implementation of this policy and (b) from a relational perspective, explore how a teacher emerged as a result of his involvement in a more-than-human process of policy implementation. First, a variety of documents from international, African, and national sources related to SSA's HEP were analyzed through CDA. Second, an in-service teacher's course materials and multiple email and phone interviews were analyzed though the concept of diffraction as used in posthumanist research. The results of the CDA revealed that prominent international organizations, such as the UN, UNESCO, and World Bank (to name a few) played a leading role in the construction of SSA's HEP. In addition, the study found that sophisticated discourses of internationalization served as tools of influence and vehicles for implementing market values. These values appeared as ideals, and they shaped SSA's public discourses. By limiting development efforts to market-driven aims and promoting a competitive rise of the individual, SSA's higher education seemed to reproduce inequality and thus challenge its vision of narrowing inequality gap.The analysis of the policy implementation data showed that a teacher, his colleagues, the policy discourse (or directions), digital technology, the course materials, and the needs of the context (Togo and SSA) co-contributed to lesson planning, teaching, teacher collaboration, knowledge construction, graduates' training, and the students' preparation to lead and serve the human-nonhuman interrelationships that make life possible in SSA. The teacher involved in the study emerged (a) in-relationship-with the other actants to co-produce lesson planning, teaching and learning events and (b) as a multiplicity of roles that become intelligible when performed in various moments of need. As practical implications, SSA's HEP should (a) encourage research that critically examines policy recommendations to ensure they contribute to a co-production of the socio-material context and discourses of a co-production of SSA by more-than-human entities. Additionally, HEP should also (b) encourage teacher networking to promote collaborative teacher development, (c) create CDA courses to prepare graduates to lead and work to develop the context, (d) train teachers to prepare graduates that are both critical and relational scholars for SSA, (e) scale the use of digital technology to support remote and network approaches to teacher training, teaching, learning and research for SSA's development. Such diffractive perspectives were needed to educate for a more-than-economic organization of SSA.

ISBN: 9798698579489Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Critical discourse analysis

The Becoming of Higher Education Policy in Sub-Saharan Africa: A Critical Discourse Analysis and Posthumanist Reading of a Teacher's Experiences.
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520 $a This study conducted a critical discourse analysis (CDA) of Sub-Saharan Africa's (SSA) higher education policy (HEP) and a posthumanist analysis of an in-service teacher's experiences with the implementation of this policy. The purpose was to (a) find out what forces drove the construction and implementation of this policy and (b) from a relational perspective, explore how a teacher emerged as a result of his involvement in a more-than-human process of policy implementation. First, a variety of documents from international, African, and national sources related to SSA's HEP were analyzed through CDA. Second, an in-service teacher's course materials and multiple email and phone interviews were analyzed though the concept of diffraction as used in posthumanist research. The results of the CDA revealed that prominent international organizations, such as the UN, UNESCO, and World Bank (to name a few) played a leading role in the construction of SSA's HEP. In addition, the study found that sophisticated discourses of internationalization served as tools of influence and vehicles for implementing market values. These values appeared as ideals, and they shaped SSA's public discourses. By limiting development efforts to market-driven aims and promoting a competitive rise of the individual, SSA's higher education seemed to reproduce inequality and thus challenge its vision of narrowing inequality gap.The analysis of the policy implementation data showed that a teacher, his colleagues, the policy discourse (or directions), digital technology, the course materials, and the needs of the context (Togo and SSA) co-contributed to lesson planning, teaching, teacher collaboration, knowledge construction, graduates' training, and the students' preparation to lead and serve the human-nonhuman interrelationships that make life possible in SSA. The teacher involved in the study emerged (a) in-relationship-with the other actants to co-produce lesson planning, teaching and learning events and (b) as a multiplicity of roles that become intelligible when performed in various moments of need. As practical implications, SSA's HEP should (a) encourage research that critically examines policy recommendations to ensure they contribute to a co-production of the socio-material context and discourses of a co-production of SSA by more-than-human entities. Additionally, HEP should also (b) encourage teacher networking to promote collaborative teacher development, (c) create CDA courses to prepare graduates to lead and work to develop the context, (d) train teachers to prepare graduates that are both critical and relational scholars for SSA, (e) scale the use of digital technology to support remote and network approaches to teacher training, teaching, learning and research for SSA's development. Such diffractive perspectives were needed to educate for a more-than-economic organization of SSA.
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