| Título: | The New CAAT: (Dis)illusions of Freedom and the New College Charter in Ontario |
| Autores: | Arvast, Anita; Georgian College |
| Fecha: | 2008-04-30 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
 |
| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | In 2002 a new Ontario college charter signaled a new era for higher education in Ontario. The charter was presumed to usher in a new way of doing higher education, one that provided greater freedom for Ontario colleges and presumably greater access for communities to higher education. Coupled with the Post-Secondary Choice and Excellence Act of 2000, which provided colleges the opportunity to offer degrees, the colleges appeared well set for the freedom they sought. With the decentralization of approval for curriculum comes an appearance of greater autonomy and authority at the local level; however, with steering mechanisms of funding, performance indicators, and discourses of the marketplace, globalization and performativity permeating curriculum processes, “freedom” remains strongly tempered. This paper uses Foucauldian and critical discourse analysis as a means of considering power and higher education in Ontario, and the limitations and opportunities for “freedom” within our existing discourses.En 2002, la Charte des collèges annonçait le début d’une ère nouvelle en matière d’éducation supérieure en Ontario. La Charte, disait-on, devait inaugurer un nouveau mode de fonctionnement dans le système collégial, mode qui assurerait à la fois plus de liberté aux collèges eux-mêmes et, espérait-on, un plus grand accès aux études postsecondaires pour les diverses communautés de la province. De pair avec la loi de 2000 favorisant le choix et l’excellence au niveau postsecondaire, qui offrait aux collèges la possibilité d’octroyer des baccalauréats appliqués, la Charte semblait fournir aux collèges toute la marge de manoeuvre dont ils avaient besoin. En même temps, la décentralisation des mécanismes d’approbation de curriculum semblait assurer une autonomie accrue au niveau de l’établissement individuel. Pourtant, cette autonomie est en réalité contrainte par les processus de fi nancement, les indicateurs de rendement, l’infl uence du marché, la mondialisation et la performativité qui agissent sur les processus de curriculum et fi nissent par limiter la notion de «liberté». Le présent article utilise les théories de Foucault ainsi que les analyses de discours pour conduire à une étude du pouvoir et de son rapport avec l’éducation supérieure en Ontario, ainsi que celle des limites et des occasions qui se présentent pour accroître les notions de «liberté» à l’intérieur de nos dialogues actuels. |
| Idioma: | Inglés |
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