Title: FOREIGN ACQUIRED EDUCATION: UNDERSTANDING THE CIRCUMSTANCES
OF UGANDAN GRADUATES FROM TURKEY
1. Introduction
The globalization of education has led to an increasing number of students pursuing higher
education abroad. In Uganda, Turkey has emerged as a popular destination for Ugandan students
seeking foreign acquired education. This research proposal aims to explore and understand the
circumstances of Ugandan graduates who have acquired education in Turkey. The study will
employ critical discourse analysis as the methodology to uncover and analyze the underlying
power dynamics and ideologies within the discourse surrounding this phenomenon.
2. Research Questions
The research aims to address the following questions:
a) What are the motivations and aspirations of Ugandan students for pursuing education in Turkey?
b) How do Ugandan graduates from Turkey perceive their educational experience and its impact
on their career prospects? c) What challenges and opportunities do Ugandan graduates face upon
returning to Uganda after acquiring education in Turkey? d) How do societal perceptions, power
structures, and ideologies shape the discourse surrounding Ugandan graduates from Turkey?
3. Methodology
The proposed research will utilize critical discourse analysis (CDA) as the primary methodology.
CDA enables a systematic examination of power relations, ideologies, and social practices within
discourses. The methodology involves the analysis of textual and non-textual data to identify
dominant ideologies and underlying power dynamics.
a) Data Collection: The study will employ a mixed-methods approach to collect data.
i) Qualitative data: Semi-structured interviews will be conducted with Ugandan graduates who
have acquired education in Turkey. The interviews will explore their motivations, experiences,
challenges, and perceptions. Additionally, focus group discussions will be conducted to capture
diverse perspectives and encourage dialogue among the participants.
ii) Quantitative data: Surveys will be administered to a larger sample of Ugandan graduates from
Turkey to gather quantitative data on their demographics, educational backgrounds, and career
outcomes.
b) Data Analysis: The collected data will be transcribed, coded, and analyzed using thematic
analysis for the qualitative data. For the textual data, CDA will be employed to uncover underlying
power relations, ideologies, and discursive practices. The analysis will identify recurring themes,
discursive strategies, and the role of power in shaping the discourse surrounding Ugandan
graduates from Turkey.
4. Expected Outcomes
a) A comprehensive understanding of the motivations, experiences, and perceptions of Ugandan
graduates who acquired education in Turkey. b) Identification of challenges and opportunities
faced by Ugandan graduates upon returning to Uganda. c) Analysis of dominant ideologies and
power dynamics within the discourse surrounding Ugandan graduates from Turkey. d)
Recommendations to enhance the educational experiences and support systems for Ugandan
students pursuing education in Turkey.
5. Ethical Considerations
The research will ensure the protection of participants' privacy and confidentiality. Informed
consent will be obtained from all participants, and their identities will be anonymized in the
analysis and reporting stages. Ethical guidelines will be followed throughout the research process.
6. Significance and Implications
This research will contribute to the existing literature on foreign acquired education by shedding
light on the circumstances of Ugandan graduates from Turkey. The findings will inform
policymakers, educators, and relevant stakeholders about the experiences and challenges faced by
these graduates. The study will also provide insights into the influence of power dynamics and
ideologies within the discourse surrounding international education, facilitating informed
decision-making and the development of appropriate support systems.
7. Timeline
The research will be conducted over a period of 12 months, as outlined below:

Months 1-2: Literature review and conceptual framework development

Months 3-4: Ethical approvals and participant recruitment

Months 5-8: Data collection (interviews, focus group discussions, and surveys)

Months 9-10: Data analysis and interpretation

Months 11-12: Report writing, conclusions, and recommendations
8. Budget
A detailed budget will be developed, including expenses related to data collection, participant
compensation, data analysis software, and dissemination of research findings. Funding will be
sought from relevant institutions and organizations to support the research project.
9. Conclusion
This research proposal outlines a comprehensive study on Ugandan graduates who have acquired
education in Turkey, aiming to understand their circumstances using critical discourse analysis as
the methodology. The findings will contribute to the body of knowledge on foreign acquired
education and inform strategies to enhance the experiences and support systems for Ugandan
students pursuing education abroad.
Methodology:
The proposed research will utilize critical discourse analysis (CDA) as the primary methodology
to investigate the circumstances of Ugandan graduates from Turkey who have acquired education
abroad. CDA offers a valuable framework for examining power relations, ideologies, and social
practices within discourses, providing a deeper understanding of how language and discourse
shape social realities. By employing CDA, this research aims to uncover and analyze the
underlying power dynamics and ideologies within the discourse surrounding the experiences of
Ugandan graduates from Turkey.
Critical discourse analysis involves the analysis of both textual and non-textual data to identify
dominant ideologies and underlying power dynamics. Textual data refers to written and spoken
language, including interviews, surveys, focus group discussions, policy documents, media
articles, and academic literature. Non-textual data encompasses visual and symbolic elements such
as images, advertisements, and social media posts. By examining these different sources of data,
the study seeks to capture a comprehensive picture of the circumstances and experiences of
Ugandan graduates from Turkey.
The analysis process begins with data collection, where qualitative and quantitative methods will
be employed. Qualitative data will be gathered through semi-structured interviews and focus group
discussions with Ugandan graduates who have acquired education in Turkey. These interviews
and discussions will provide rich insights into their motivations, experiences, challenges, and
perceptions. The qualitative data will be transcribed, coded, and analyzed using thematic analysis
to identify recurring themes and patterns within the discourse.
Quantitative data will be collected through surveys administered to a larger sample of Ugandan
graduates from Turkey. The surveys will gather information on participants' demographics,
educational backgrounds, and career outcomes. This quantitative data will complement the
qualitative findings, providing a broader understanding of the characteristics and experiences of
the participants.
Once the data collection is complete, the analysis phase will involve the application of critical
discourse analysis. This analytical approach allows for the identification of dominant ideologies,
power relations, and discursive strategies within the collected data. It aims to uncover how
language and discourse reflect and shape social realities, as well as the influence of power
dynamics on the experiences of Ugandan graduates from Turkey.
During the analysis, close attention will be paid to identifying and examining discursive practices,
such as the use of specific terminology, narratives, and discursive strategies employed by various
stakeholders. The goal is to uncover the power relations embedded within the discourse and
understand how they shape the experiences and perceptions of the Ugandan graduates.
Throughout the analysis, triangulation of data sources will be employed to enhance the validity
and reliability of the findings. The research will seek to identify commonalities and divergences
within the discourse, considering different perspectives and voices. By systematically examining
the textual and non-textual data, this study will provide a comprehensive analysis of the
circumstances of Ugandan graduates from Turkey, shedding light on the power dynamics and
ideologies inherent within the discourse surrounding their experiences.
Overall, critical discourse analysis will enable a rigorous examination of the data, revealing
underlying power relations, ideologies, and social practices. By employing this methodology, the
research aims to contribute to a deeper understanding of the circumstances of Ugandan graduates
from Turkey and provide valuable insights for policymakers, educators, and stakeholders involved
in international education.
Critical Discourse Analysis (CDA) is an interdisciplinary research approach that examines
language use in relation to power, ideology, and social structures. It originated in the field of
linguistics and has since been adopted and developed by scholars in various disciplines, including
sociology, anthropology, communication studies, and cultural studies. CDA aims to uncover the
underlying power dynamics, ideologies, and social practices that are embedded in language and
discourse.
At its core, CDA recognizes that language is not neutral but rather reflects and shapes social
realities. It explores how language is used to construct meaning, maintain or challenge power
relations, and reinforce or contest dominant ideologies. CDA goes beyond analyzing the surfacelevel structure of language and delves into the social, political, and cultural contexts that shape and
are shaped by language use.
Key Principles of Critical Discourse Analysis:
1. Social and Political Context: CDA emphasizes the importance of examining language use
within its broader social, political, and historical context. It recognizes that language is
influenced by power structures, social hierarchies, and societal norms.
2. Power Relations: CDA investigates how power operates and is exercised through language
and discourse. It focuses on the ways in which language contributes to the construction and
reproduction of power relations, both overtly and subtly.
3. Ideology: CDA explores how language is used to convey and perpetuate dominant
ideologies. It examines how ideologies are embedded in language, influencing perceptions,
values, and beliefs.
4. Discursive Practices: CDA analyzes the discursive strategies, patterns, and practices
employed in texts and talk. It examines how language is used to frame, legitimize, or
challenge certain ideas, identities, and social phenomena.
5. Social Change: CDA is concerned with promoting social change and critical engagement.
It aims to uncover and challenge inequalities, injustices, and oppressive structures through
the analysis of language and discourse.
Methods and Techniques in Critical Discourse Analysis: CDA employs a range of qualitative
research methods and techniques to analyze language and discourse. These may include:
1. Textual Analysis: Examining written, spoken, or visual texts to identify discursive
strategies, linguistic features, and underlying ideologies.
2. Intertextuality: Analyzing the intertextual references and connections between different
texts to uncover how meanings and ideologies are shaped and reinforced.
3. Framing Analysis: Identifying the framing devices and strategies used in discourse to shape
how issues are understood and discussed.
4. Metaphor Analysis: Analyzing the use of metaphors and figurative language to reveal
underlying conceptualizations and ideological positions.
5. Critical Stylistics: Examining the stylistic choices and linguistic features within texts to
uncover their ideological implications.
6. Multimodal Analysis: Considering not only the linguistic aspects but also visual and nonverbal elements in discourse, such as images, gestures, and body language.
By employing these methods and techniques, CDA aims to uncover hidden meanings, power
relations, and ideological positions within language and discourse. It provides a critical lens
through which social phenomena can be understood, challenged, and transformed.