Discourses of militarisation in Sri Lankan universities
Open Access
- Author:
- Perera, Muditha Kaushalya
- Graduate Program:
- Applied Linguistics
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- February 25, 2015
- Committee Members:
- Sinfree Bullock Makoni, Dissertation Advisor/Co-Advisor
Athelstan Canagarajah, Committee Member
Gail Louise Boldt, Committee Member
Meredith Christine Doran, Committee Member - Keywords:
- militarization
discourse
education
universities
academia - Abstract:
- This project is a study of the discourses of militarisation in Sri Lankan academia. Since 2010, Sri Lankan universities have been the site of turbulent events, including a state-initiated military-led undergraduate orientation programme; appointments of allegedly unsuitable individuals to higher administrative positions in universities; infringements of student rights and unions. In parallel, a dynamic trade union campaign has generated discussions on the role of state universities and the functions of higher education. I study the discourses of academics on militarisation in this environment, in its public and individual aspects. The research questions are: a) What are the discourses of militarisation in Sri Lankan academia, as formulated publicly and individually? b) What changes are evident in individual discourses of militarisation amongst Sri Lankan academia over a long duration of time? The study uses a methodological framework that includes an ethnographic approach and discourse analysis. It uses interviews as instances of individual voice, and texts produced by FUTA, the academic trade union, as the public (and collective) voice of academics. These texts include policy documents and press releases by FUTA as well as posters and pamphlets. Conversation analytic methods are adapted for transcription of the interviews, and discursive strategies of stance, narrative and voice for analysis. Even though literature on militarisation of higher education continues to grow, few locally specific studies exist outside North America and Europe. In addition, research from a person-oriented or discourse analytic approach is rare, as is research focusing on academic institutions. This dissertation contributes to multiple disciplines investigating militarisation, including education and discourse studies.