"But I want to teach?": A critical discourse analysis of the 2018 Funza Lushaka Bursary Agreement Form
| dc.contributor.advisor | Omar, Yunus | |
| dc.contributor.advisor | Badroodien Nur-Mohammed | |
| dc.contributor.author | Watson, Carla | |
| dc.date.accessioned | 2023-07-18T10:38:44Z | |
| dc.date.available | 2023-07-18T10:38:44Z | |
| dc.date.issued | 2023 | |
| dc.date.updated | 2023-07-18T10:38:13Z | |
| dc.description.abstract | Despite efforts by the government, the quality and retention of teachers in South African schools remain challenges. This minor dissertation explores the discourse(s) in the Funza Lushaka Bursary Agreement Form (NSFAS, 2018) and its impact on bursary holders, including newly qualified teachers. It asks two central research questions: (1) how does this document impact the bursary holders? and (2) to what extent does the discourse(s) it uses exert power over its applicants? The research approach adopted for the study is qualitative. The Funza Lushaka Bursary Agreement Form is analysed using Norman Fairclough's theory of critical discourse analysis and Michel Foucault's theories on embedded power and use of time to demonstrate control. This approach is supplemented by Bigo's (2018) concept of silence and its intended and unintended consequences. | |
| dc.identifier.apacitation | Watson, C. (2023). <i>"But I want to teach?": A critical discourse analysis of the 2018 Funza Lushaka Bursary Agreement Form</i>. (). ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/38126 | en_ZA |
| dc.identifier.chicagocitation | Watson, Carla. <i>""But I want to teach?": A critical discourse analysis of the 2018 Funza Lushaka Bursary Agreement Form."</i> ., ,Faculty of Humanities ,School of Education, 2023. http://hdl.handle.net/11427/38126 | en_ZA |
| dc.identifier.citation | Watson, C. 2023. "But I want to teach?": A critical discourse analysis of the 2018 Funza Lushaka Bursary Agreement Form. . ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/38126 | en_ZA |
| dc.identifier.ris | TY - Master Thesis AU - Watson, Carla AB - Despite efforts by the government, the quality and retention of teachers in South African schools remain challenges. This minor dissertation explores the discourse(s) in the Funza Lushaka Bursary Agreement Form (NSFAS, 2018) and its impact on bursary holders, including newly qualified teachers. It asks two central research questions: (1) how does this document impact the bursary holders? and (2) to what extent does the discourse(s) it uses exert power over its applicants? The research approach adopted for the study is qualitative. The Funza Lushaka Bursary Agreement Form is analysed using Norman Fairclough's theory of critical discourse analysis and Michel Foucault's theories on embedded power and use of time to demonstrate control. This approach is supplemented by Bigo's (2018) concept of silence and its intended and unintended consequences. DA - 2023_ DB - OpenUCT DP - University of Cape Town KW - Masters LK - https://open.uct.ac.za PY - 2023 T1 - "But I want to teach?": A critical discourse analysis of the 2018 Funza Lushaka Bursary Agreement Form TI - "But I want to teach?": A critical discourse analysis of the 2018 Funza Lushaka Bursary Agreement Form UR - http://hdl.handle.net/11427/38126 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/38126 | |
| dc.identifier.vancouvercitation | Watson C. "But I want to teach?": A critical discourse analysis of the 2018 Funza Lushaka Bursary Agreement Form. []. ,Faculty of Humanities ,School of Education, 2023 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/38126 | en_ZA |
| dc.language.rfc3066 | eng | |
| dc.publisher.department | School of Education | |
| dc.publisher.faculty | Faculty of Humanities | |
| dc.subject | Masters | |
| dc.title | "But I want to teach?": A critical discourse analysis of the 2018 Funza Lushaka Bursary Agreement Form | |
| dc.type | Master Thesis | |
| dc.type.qualificationlevel | Masters | |
| dc.type.qualificationlevel | MEd |