Date of Award
Education, Teacher Training.
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This paper analyzes and compares the discourse of three developing Access programs in teacher education. Discourse is described as ideology found within text such as websites, brochures and application packages. Critical discourse analysis reveals the difference between the suggested policy describing student services offered within the vision statement and the actual practices offering services within the brochures, website, and application packages. A variety of programs with a common vision of equity, have been implemented to promote diversity and more accurately represent the learning population within the diversity of the teaching population. The goals of these programs are commonly based on promoting social justice, enhancing equity of opportunity, and addressing policy and procedure barriers to maximize full participation (Hall, 1990; James, 1997; Solomon, 1996; Shapson, 1994). The findings of this study utilize a framework model that considers the discourse of each institution, beyond examining only the administrative policy itself. This further examination may promote the reflective evolution and future progression of Access programs unique to each Faculty of Education. Each Access program that develops according to its own discourse, towards a vision of equity, may help to maximize the academic potential of underrepresented students and strive to reflect the learning population. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2005 .G73. Source: Masters Abstracts International, Volume: 44-03, page: 1133. Thesis (M.Ed.)--University of Windsor (Canada), 2005.
Graydon, Cynthia, "A comparative critical discourse analysis of three preservice teacher education Access programs." (2005). Electronic Theses and Dissertations. 537.