{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/38126"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/38126","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"\"But I want to teach?\": A critical discourse analysis of the 2018 Funza Lushaka Bursary Agreement Form","abstract":"Despite efforts by the government, the quality and retention of teachers in South African schools remain challenges. This minor dissertation explores the discourse(s) in the Funza Lushaka Bursary Agreement Form (NSFAS, 2018) and its impact on bursary holders, including newly qualified teachers. It asks two central research questions: (1) how does this document impact the bursary holders? and (2) to what extent does the discourse(s) it uses exert power over its applicants? The research approach adopted for the study is qualitative. The Funza Lushaka Bursary Agreement Form is analysed using Norman Fairclough's theory of critical discourse analysis and Michel Foucault's theories on embedded power and use of time to demonstrate control. This approach is supplemented by Bigo's (2018) concept of silence and its intended and unintended consequences.","abstract_html":"Despite efforts by the government, the quality and retention of teachers in South African schools remain challenges. This minor dissertation explores the discourse(s) in the Funza Lushaka Bursary Agreement Form (NSFAS, 2018) and its impact on bursary holders, including newly qualified teachers. It asks two central research questions: (1) how does this document impact the bursary holders? and (2) to what extent does the discourse(s) it uses exert power over its applicants? The research approach adopted for the study is qualitative. The Funza Lushaka Bursary Agreement Form is analysed using Norman Fairclough's theory of critical discourse analysis and Michel Foucault's theories on embedded power and use of time to demonstrate control. This approach is supplemented by Bigo's (2018) concept of silence and its intended and unintended consequences.","abstract_has_math":false,"creators":["Watson, Carla"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Omar, Yunus","Badroodien Nur-Mohammed"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-22T22:23:35Z","subjects":["Masters"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/38126","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Omar, Yunus","Badroodien Nur-Mohammed"]},{"key":"dc:creator","label":"Author","values":["Watson, Carla"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-07-18T10:38:44Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-07-18T10:38:44Z"]},{"key":"dc:date.issued","label":"Date","values":["2023"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters","MEd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Masters"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/38126"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Despite efforts by the government, the quality and retention of teachers in South African schools remain challenges. This minor dissertation explores the discourse(s) in the Funza Lushaka Bursary Agreement Form (NSFAS, 2018) and its impact on bursary holders, including newly qualified teachers. It asks two central research questions: (1) how does this document impact the bursary holders? and (2) to what extent does the discourse(s) it uses exert power over its applicants? The research approach adopted for the study is qualitative. The Funza Lushaka Bursary Agreement Form is analysed using Norman Fairclough's theory of critical discourse analysis and Michel Foucault's theories on embedded power and use of time to demonstrate control. 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It asks two central research questions: (1) how does this document impact the bursary holders? and (2) to what extent does the discourse(s) it uses exert power over its applicants? The research approach adopted for the study is qualitative. The Funza Lushaka Bursary Agreement Form is analysed using Norman Fairclough's theory of critical discourse analysis and Michel Foucault's theories on embedded power and use of time to demonstrate control. This approach is supplemented by Bigo's (2018) concept of silence and its intended and unintended consequences."],"dc:identifier.uri":["http://hdl.handle.net/11427/38126"],"dc:publisher.department":["School of Education"],"dc:subject":["Masters"],"dc:title":["\"But I want to teach?\": A critical discourse analysis of the 2018 Funza Lushaka Bursary Agreement Form"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters","MEd"]},"updated_at":"2026-07-22T22:23:35Z"}