The discursive construction of foundation programmes in South African media texts
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
UNISA Press
Abstract
This article reports on research that investigated public perceptions of transformation
within South African universities, with a particular focus on the incorporation of
foundation programmes into university curricula. Foundation programmes are an
initiative on behalf of both governmental and higher education institutions (HEIs) to
grant wider and equal access to higher education (HE). However, it is evident that
public views regarding university plans and admission policies are varied and the
actions on behalf of both governmental bodies and universities are interpreted in
diverse ways. These interpretations are problematic if they are misinformed, yet are
able to influence or limit participation in HE. The study utilised methods developed
within critical discourse analysis (CDA) to closely analyse three media texts that
articulate various perceptions regarding the changing HE system. In line with Gee’s
(1996) model of CDA, these three texts are viewed as individual instances of societal
discourses about HE, but also provide insight to ideologies relating to education and
access.
Description
CITATION: Bernard, T. 2015. The discursive construction of foundation programmes in South African media texts. South African Journal of Higher Education, 29(1):238–261, doi:10.20853/29-1-457.
The original publication is available at http://www.journals.ac.za/index.php/sajhe
The original publication is available at http://www.journals.ac.za/index.php/sajhe
Keywords
Critical discourse analysis, Universities and colleges -- South Africa, Education, Higher -- South Africa
Citation
Bernard, T. 2015. The discursive construction of foundation programmes in South African media texts. South African Journal of Higher Education, 29(1):238–261, doi:10.20853/29-1-457.