[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596677-105":59,"doc-detail-596677-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","whose-model-student-learner-centered-discourse-and-the-post-secondary-privatization-agenda","Whose Model Student? Learner-Centered Discourse and the Post-Secondary Privatization Agenda","","Using discourse analysis, the paper identifies contradictions within privatization discourse and shows how state-driven educational reform uses a normative language of student interests to redefine university missions and faculty governance. It proposes a counter-discourse to broaden forums for those who view the university as a public and democratic intellectual space. The argument emphasizes creating affinity identities that recognize faculty and students’ social and moral agency to challenge the corporatization agenda in higher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/whose-model-student-learner-centered-discourse-and-the-post-secondary-privatization-agenda/596677/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/whose-model-student-learner-centered-discourse-and-the-post-secondary-privatization-agenda/596677.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper analyze to identify privatization contradictions?","Question",{"text":112,"@type":113},"The paper uses discourse analysis to examine contradictions within privatization discourse and how it reshapes higher education under state educational reform.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What counter-discourse does the author propose?",{"text":117,"@type":113},"The author proposes a counter-discourse that creates broader discursive forums for those who see the university as a public and democratic intellectual space.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is learner-centered discourse connected to neoliberal privatization in this paper?",{"text":121,"@type":113},"The paper argues that calls for “student-centered learning” and universities as needs-driven “learning organizations” function as a neoliberal strategy that replaces traditional faculty governance with managed communities of educational consumers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596677,1792164936,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","WHOSE MODEL STUDENT? LEARNER-CENTERED DISCOURSE  \nAND THE POST-SECONDARY PRIVATIZATION AGENDA  \nJohn Hoben, Memorial University  \nUsing discourse analysis, the author identifies contradictions in privatization  \ndiscourse in order to highlight how state-based educational reform has used a  \nnormative language of student interests to fundamentally redefine the nature of the university’s mission and its faculty based governance structures. The author proposes a counter-discourse that creates broader discursive forums for those who view the university as a public and democratic intellectual space. A primary aim is to create affinity identities in which the social and moral agency of faculty and students is recognized and used to challenge the ongoing disruptive  \ncorporatization agenda in higher education.  \nIntroduction  \nAccording to Janice Gross Stein (2002) the modern era in which we now live is dominated by a “cult of efficiency” that has turned economic productivity into an end unto itself, and quite often a moral goal or virtue in its own right. In her words,“elevating efficiency, turning it into an end, misuses language, and this has profound consequences for the way we as citizens conceive of public life”(p. 3) . One of the key ironies of this displaced focus is that its cost may come in the form of a loss ofany collective understanding of the place of the university as a social institution in a meaningful democratic public sphere (Stein, 2002) . It does this not only by undercutting any broader discussion about educational aims but also by filtering out outcomes that are complex, contestable, and not readily reducible to economic quantification—concepts like citizenship, social justice, and the public good.  \nConsequently, building on the work of Kirby (2007, 2011) and others (Brownlee, 2015; Smith, 2014, 2015; Shanahan & Jones, 2007; Lynch, 2006; Polster & Newson, 2015), the present paper will examine structural reforms and their relationship to influential governmental policy papers from Ontario, British Columbia, and Alberta, as the author argues that the discourse of“student-centered learning” and the call to transform universities into needs-driven “learning organizations” is an important neoliberal discursive strategy that replaces the traditional faculty governance model with a carefully managed community of educational consumers (Ministry of Advanced Education, 2005; Rae, 2005; Plant, 2007; Ministry of Training, Colleges, and Universities, 2015) . Indeed, it is impossible to properly assess the strategic role of calls for more learner-centered institutions without examining the broader context provided by the growing prominence of applied research and the radical restructuring of post-secondary funding (Hogan & Trotter, 2013) . Despite its surface appeal, a rhetoric of student care forecloses the possibility of a deeper analysis of the privatization agenda’s many harmful effects, including unprecedented tuition fee increases, the outsourcing of university teaching, performance-based funding, and corporatized governance structures (Hemsley-Brown, 2011) .  \nAccordingly, it has become increasingly vital for both faculty and students to resist neoliberal reforms by utilizing the critical intellectual functions of the university and the institutional protections associated with it—namely, tenure, academic freedom, and intellectual dissent (Kezar, Chambers, & Burkhardt, 2005) . To reaffirm higher education’s public mission critical educators must highlight the relationship between consumerism and student-learning movements and create more critical, tangible forms of empowerment that acknowledge the crippling burdens neoliberal structural reforms have foisted onto students (Pawlick, 2012; Shaker, Macdonald, & Wodrich, 2013) . From this solidarity-based perspective, the question is  \nnot simply who owns a right like academic freedom but how those rights, or, more importantly, their absence, might reshape the institution","cbCaiq66A04C6gf3","https://ap.wps.com/l/cbCaiq66A04C6gf3","pdf",733934,28,"English","# Introduction\n## Challenging Privatization’s Core Policy Rationales","[{\"question\":\"What does the paper analyze to identify privatization contradictions?\",\"answer\":\"The paper uses discourse analysis to examine contradictions within privatization discourse and how it reshapes higher education under state educational reform.\"},{\"question\":\"What counter-discourse does the author propose?\",\"answer\":\"The author proposes a counter-discourse that creates broader discursive forums for those who see the university as a public and democratic intellectual space.\"},{\"question\":\"Why is learner-centered discourse connected to neoliberal privatization in this paper?\",\"answer\":\"The paper argues that calls for “student-centered learning” and universities as needs-driven “learning organizations” function as a neoliberal strategy that replaces traditional faculty governance with managed communities of educational consumers.\"}]","Whose Model Student? Learner-Centered Discourse and the Post-Secondary Privatization Agenda | PDF",1792083520,71]