Diskursive Konstruktion von Betrug und Degradierung in der Hochschulbildung: ein Kommentar zur Daily Mail Online
DOI:
https://doi.org/10.17169/fqs-24.2.4000Schlagworte:
Betrug, Vereinigtes Königreich, Medien, Diskursanalyse, wissenssoziologischer AnsatzAbstract
Seit dem Ausbruch der COVID-19-Pandemie wurde den Praktiken der akademischen Integrität in Hochschuleinrichtungen mehr Aufmerksamkeit geschenkt. Ein Teil des Interesses galt dabei dem Betrug, der die Auslagerung von Prüfungen an Dritte beinhaltete. Es gibt nur wenige Untersuchungen darüber, wie Fälle von Betrug von Journalist*innen in den Medien dargestellt wurden und wie die Leser*innen interagieren und sich zu diesem Thema äußerten. In diesem Artikel habe ich den Online-Teil der populärsten britischen Nachrichtenmarke, The Daily Mail, und die Kommentare der Leser*innen untersucht. Aus der Online-Datenbank der Daily Mail habe ich einen Korpus von 983 Kommentaren zusammengestellt, die als Reaktion auf Artikel über Betrug im Vereinigten Königreich geschrieben worden waren. Das Korpus wurde mithilfe von Techniken untersucht, die auf dem Ansatz der wissenssoziologischen Diskursanalyse beruhten (KELLER 2005). Ich fand heraus, dass es sich wiederholende Praktiken gab, die gemeinsame Muster von Kommentaren und Reaktionen strukturierten, einschließlich sich überschneidender Positionierungen im Sinne einer populistischen Orientierung, der Fremdbestimmung internationaler und ausländischer Studierender, der Selbstpositionierung als Expert*in und der Fremdpositionierung aktueller Studierender in Richtung Mangel an Integrität und moralischer Stärke. Diese Themen bezogen sich auf Strategien zur Verhandlung der Schuldzuweisung für Betrug an die historische politische Führung, den Generationsunterschied und die gesellschaftliche Degradierung.
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