Discursive production of teaching quality assessment report

A Critical Discourse Analysis

Bibliographic Data

ID6084708
AuthorsHailong Tian (0000-0002-0093-2006)
Year2010
Volume9
Issue4
Pages574-592
Publication date2010-12-31
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Language and Politics (JOURNAL)
Journal identifiersISSN: 1569-2159 • E-ISSN: 1569-9862
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/jlp.9.4.06tia
OpenAlexW2021335590
LanguageEN
Citations received3
References cited5

To produce a teaching quality assessment (TQA) report in the TQA practice launched by the Chinese Ministry of Education the assessing group is naturally in an authoritative position, but the assessed university does not remain absolutely passive and dominated. To investigate this struggle of power over each other in producing the TQA report, the present research examines the discourse aspect of the TQA practice by observing the discursive strategies each party deployed. It is found that both parties resort to institutional power in their discourse practice, and that the assessed university incorporates promotional genres into its self-assessment discourse while the assessing group recontextualises the promotional statement in its authoritative TQA report. It is concluded, based on this case study, that the assessing group’s authoritative TQA report is largely influenced by the self-assessment of the assessed university

Christian ministry · Mathematics education · Pedagogy · Political science · Position statement · Power (physics · Production (economics · Quality (philosophy · Sociology · Discourse Analysis in Language Studies · Higher Education Governance and Development · Medicine · Psychology · Second Language Learning and Teaching

Tools

Open DOISci-Hub