CANCEL CULTURE IN THE US AND CANADIAN HIGHER EDUCATION (TERMINOLOGICAL ASPECT)

Abstract

The article aims to study the impact of cancel culture on the field of higher education in the terminological aspect. The author brings the definitions of this phenomenon in a broad sense and in the framework of education terminology. The influence of cancel culture on higher education and corresponding terminology is studied on the basis of the US and Canadian higher education terminological systems. In the framework of the terminological aspect, lexical and semantic features and structural characteristics of the US and Canadian higher education terms are considered. Special focus is given to those terms which were borrowed from the English cancel culture terminology to education and terminologized in the English higher education terminology. As a result, it is illustrated that the US and Canadian higher education terminology has acquired a number of features (lexical and semantic variance, structural characteristics) in the context of cancel culture. The proposed framework may be useful for studying and teaching lexicology, terminology, sociolinguistics, sociocultural linguistics, and cross-cultural communication. The research findings may contribute to compiling special dictionaries and glossaries of education terms.