Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    Critiquing “Mainstream Media” on Twitter: Between Moralized Suspicion and Democratic Possibility
    (USC Annenberg Press, 2023-06-30) Phelan S; Maeseele P
    How can we understand the critique of mainstream media (MSM) in a political moment where intense suspicion of media and journalism has been normalized in reactionary discourses? This article addresses this question from a discourse theoretical perspective that is supported by a corpus-assisted interpretivist analysis of how the terms “MSM” and “mainstream media” were articulated in a January 2021 sample of more than 11,000 tweets from different time zones. We begin by clarifying the political stakes of our argument and situating the historical emergence of “mainstream media” as a discursive category. Our Twitter analysis highlights the “logic of equivalence” established between mainstream media and other identities and the normalization of a moralized representation of media as a corrupt ally of government. We conclude by speculating on how we might affirm a radical democratic conception of media critique in a cultural context where anti-MSM rhetoric can float easily between different discourses and ideologies.
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    Framing student engagement in higher education
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 1/06/2013) Kahu ER
    Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes. © 2013 Copyright Society for Research into Higher Education.