This paper relies on critical discourse analysis (CDA) (Fairclough, Wodak, 1997) to explore how and with what consequences neoliberal discourses and governance practices have affected students’ understanding of themselves, their opportunities and desires during the academic life period, as well as how university administrative and academic staff understand them. Specifically, it contributes to the extant literature on neoliberal academia by answering the following two questions: 1) How is the neoliberal discourse of higher education reshaping students’ subjectivity? 2) How is students’ subjectivity in neoliberal academia affecting the nature, status and function of university knowledge?
File in questo prodotto:
Non ci sono file associati a questo prodotto.