Abstract
In this Critical Discourse Analysis (CDA) of Higher Education and Student Affairs (HESA) introductory syllabi, we sought to understand the language used in higher education introductory syllabi as they reflected higher education social justice discourses. Specifically, we explored the use of equity, diversity, and inclusion in HESA syllabi to understand how nominalized words were used to communicate social justice discourses in higher education. Since HESA programs are designed to prepare higher education practitioners, exploring the language used in instructional documents provides a perspective of the current and past state of higher education and, possibly, provides insight into the future of higher education as it is guided by HESA professionals. As such, understanding the nature of these courses is critical to provide perspective on higher education at present – as language is indicative and predictive of discursive patterns and beliefs – to identify discourses that legitimize dominating knowledge, policies, practices, and procedures.
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