Journal article
The deviant university student: historical discourses about student failure and 'wastage' in the antipodes
International Journal for Academic Development, Vol.19(2), pp.76-86
2014
Abstract
The emergence of academic development in Anglophone higher education was linked to post Second World War massification and concerns about student failure. These concerns were driven by increasing statistical investigations into student attrition and degree times to completion, particularly in Australia and Aotearoa, New Zealand. There was a dominant discourse about student 'wastage' (the deviant student). However, if we fast-forward to the late 2000s, we can see that these discourses have been replaced by discourses about university responsibility and teaching quality. Drawing on Foucauldian discourse analysis, this paper aims to trace the historical roots of contemporary teaching and learning dilemmas and to show how the responsibility for student failure was gradually shifted from perceptions of deviant students to perceptions of teacher 'deviance', which academic development units were designed to ameliorate. © 2013 Taylor & Francis.
Details
- Title
- The deviant university student: historical discourses about student failure and 'wastage' in the antipodes
- Authors
- Catherine Manathunga (Author) - Victoria University of Wellington, New Zealand
- Publication details
- International Journal for Academic Development, Vol.19(2), pp.76-86
- Publisher
- Routledge
- Date published
- 2014
- DOI
- 10.1080/1360144X.2013.771580
- ISSN
- 1360-144X
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99451257102621
- Output Type
- Journal article
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