E explores, using textual (words) and visual (image) data from the corporate newsletters of two prominent Asian universities, how particular discourses and their associated discursive representations of neoliberal logic and subjectivity occur in higher education. In particular, she looks at the expression of both institutional priorities and state imperatives that lend themselves to a complementarity built upon two contradictory perspectives: individualism and communitarianism. She argues that the ever-increasing demand for, and utility of higher education in neoliberal society means that it no longer functions merely to provide knowledge and skills, but has implications for society, the individual and the state with regard to their ways of thinking, doing and being. Contributing to a growing corpus of literature on how higher education around the world is being shaped by neoliberal policies, E’s research is based on work done in the city-state of Singapore, a less-well represented context in current literature. While both higher education institutions possess significantly different institutional identities and backgrounds, the alignment of their varied representations of neoliberal logic and subjectivity with state-sanctioned imperatives that indirectly impose demands and constraints shows how neoliberalism as ideology adapts to the socio-political, socio-cultural and socio-economic dimensions that make up the Singapore context. The discursive representations of context-dependent neoliberal logics and subjectivity are discussed in terms of their ideological implications, focusing primarily on the complementarity between seemingly contradictory ideological positions. E’s work uses an innovative framework that integrates aspects of Discourse Theory with Critical Discourse Analysis and demonstrates the use of this framework through empirical linguistic and image analysis. Appealing to academics and graduate students in linguistics, especially those with an interest in critical multimodal discourse analysis, audiences from the domains of higher education research, critical geography, sociology and political science will also find this a useful book.

Phenomenology is a rich and varied approach in the world of qualitative research. This book will draw upon phenomenological methods and methodology, including but not limited to hermeneutical and descriptive approaches, to study education from K-12 to university and teacher-focused inquiry. It will enrich the field of research methodology by promoting a greater understanding of phenomenology and applying it to studies in the realm of education. Phenomenological Studies in Education explores and applies methods associated with phenomenological work to build knowledge of experiences in education and pedagogy. Covering topics such as building inclusive environments, descriptive phenomenology, and phenomenological interviewing experiences, this book is ideal for researchers in educational studies, qualitative researchers, and students studying education.

This book probes the surface of contemporary economic and social change and reveals how the shift to a knowledge-based economy is redefining firms, empowering individuals, and reshaping the links between learning and work. Using economic, management and knowledge-based theories, it describes the emergence of a new breed of capitalist, one dependent on knowledge rather than physical resources.

This book investigates neoliberalism in education and explains how it is a complex phenomenon which takes on local characteristics in diverse geopolitical, economic and cultural settings, while retaining a core commitment in all its manifestations to market fundamentalism. Neoliberalism - that set of beliefs and practices which has become the economic orthodoxy of global preference since the 1980s - appears remarkably resilient despite the US financial crisis of 2008 and the subsequent implementation of austerity in the massively indebted nations of the European Union. This book addresses the phenomenon of neoliberalism in education and focuses on school and higher education settings in Ireland, the UK, Singapore and Hong Kong. Specifically, it addresses the role of language and semiosis in the reconfiguration of global educational practices along increasingly marketised lines. At the same time, the nature of the counter-hegemonic discourses also in circulation in these sectors is also considered. Collectively, the chapters in the book seek to shed light on the possibilities for resistance and the prospect of change from a variety of theoretical and (inter)cultural perspective. The chapters in this book were originally published in a special issue of the journal, Language and Intercultural Communication.

Using the case study of Singapore, this book examines the production of a set of institutionalized relationships and ethical meanings that link citizens to each other and the state. It looks at how questions of culture and morality are resolved, and how state-society relations are established that render paradoxes and inequalities acceptable, and form the basis of a national political culture. The Singapore government has put in place a number of policies to encourage marriage and boost fertility that has attracted much attention, and are often taken as evidence that the Singapore state is a social engineer. The book argues that these policies have largely failed to reverse demographic trends, and reveals that the effects of the policies are far more interesting and significant. As Singaporeans negotiate various rules and regulations, they form a set of ties to each other and to the state. These institutionalized relationships and shared meanings, referred to as neoliberal morality, render particular ideals about family natural. Based on extensive field work, the book is a useful contribution to studies on Asian Culture and Society, Globalisation, as well as Development Studies.

This book examines how major Asian cities have enhanced their global competitiveness by transforming their higher education systems to equip their graduates with global competence. It primarily focuses on policy implications and urban governance, especially comparing how governments are responding to the growing challenges of international connectivity and are managing the diversity of populations resulting from an increasingly globalized world.

This book approaches persuasion in public discourse as a rhetorical phenomenon that enables the persuader to appeal to the addressee’s intellectual and emotional capacities in a competing public environment. The aim is to investigate persuasive strategies from the overlapping perspectives of cognitive and functional linguistics. Both qualitative and quantitative analyses of authentic data (including English, Czech, Spanish, Slovene, Russian, and Hungarian) are grounded in the frameworks of functional grammar, facework and rapport management, classical rhetoric studies and multimodal discourse analysis and are linked to the constructs of (re)framing, conceptual metaphor and blending, mental space and viewpoint. In addition to traditional genres such as political speeches, news reporting, and advertising, the book also studies texts that examine book reviews, medieval medical recipes, public complaints or anonymous viral videos. Apart from discourse analysts, pragmaticians and cognitive linguists, this book will appeal to cognitive musicologists, semioticians, historical linguists and scholars of related disciplines.