How is your institution enabling Black, Asian and minority ethnic staff and students to thrive? Is your institution effectively tackling racism?
Following the 2020 Black Lives Matter movement, the higher education sector has started making bold commitments to dismantling structural racism. However, big questions remain about how higher education can combat institutional racism and achieve real change.
This book disrupts the higher education sector through ambitious actions and collective, participatory and evidence-informed responses to racism. It offers a roadmap for senior leaders, staff and students to build strategies, programmes and interventions that effectively tackle racism.
Arising from current staff and recent student experiences, this book supports institutions driving equality, diversity, inclusion and intersectional programmes in higher education.
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Amid debates about the future of both higher education and Europeanisation, this book is the first full-length exploration of how Europe’s 35 million students are understood by key social actors across different nations.
The various chapters compare and contrast conceptualisations in six nations, held by policymakers, higher education staff, media and students themselves. With an emphasis on students’ lived experiences, the authors provide new perspectives about how students are understood, and the extent to which European higher education is homogenising. They explore various prominent constructions of students – including as citizens, enthusiastic learners, future workers and objects of criticism.
80 5 Higher education today Higher education in the UK in 2020 is, by any measure, a mass system. It enrols 2.5 million students, one of only five systems with more than two million students in Europe (the others are France, Germany, Italy and Poland). This still comes as a surprise because of the deep-rooted prejudice that continental European higher education systems are sprawling, disorganised and wasteful, while the UK is selective, structured and efficient. In England half of all school leavers continue on to some form of higher education, and in
The 21st century has witnessed significant changes to the structures and policies framing Higher Education. But how do these changes in norms, values, and purpose shape the generation now coming of age?
Employing a generational analysis, this book offers an original approach to the study of education. It explores the qualitative dimensions of the relationship between academics and students, and examines wider issues of culture and socialisation, from tuition fees and student mental health, to social mobility and employment.
This is a timely contribution to current debates about the University and an invaluable resource for those interested in education, youth, and intergenerational relations.
The liberal arts approach to higher education is a growing trend globally. We are told that the mental dexterity and independent, questioning spirit cultivated by such interdisciplinary degrees are the best preparation for the as-yet unknown executive jobs of tomorrow.
This book explores the significant recent growth of these degrees in England, in order to address an enduring problem for higher education: the relationship between meritocracy and elitism.
Against the view that the former is a myth providing rhetorical cover for the latter, it argues that these are two entangled, but discrete, value systems. Sociology must now pay attention to how students and academics attempt to disentangle them.
Using new research on higher education in the UK, Canada, Chile and Italy, this rigorous comparative study investigates key episodes of student protests against neoliberal policies and practices in today’s universities.
As well as examining origins and outcomes of higher education reforms, the authors set these waves of demonstrations in the wider contexts of student movements, political activism and social issues, including inequality and civil rights.
Offering sophisticated new theoretical arguments based on fascinating empirical work, the insights and conclusions revealed in this original study are of value to anyone with an interest in social, political and related studies.
this guide serve to help you reconsider how you perceive the world and make sense of racism in a modernising HE sector. Some questions that were proposed in the book perhaps seem like common sense, and others may be more provocative in nature. These questions are to pose constructive discomfort and provide you with an opportunity to reimagine, relearn and reflect on your perspective, position and participation in becoming anti-racist as an individual, an institution and a sector. What does it mean to do anti-racism in higher education? As demonstrated
Anti-Racism in Higher Education: An Action Guide for Change is a direct response to the calls to action and progression in developing and practising anti-racism across the higher education (HE) sector. HE as a sector and universities play a significant role in advancing society, providing opportunities for people and communities to be liberated and successful through education. Universities hold an intrinsic role in local and national communities and play a significant role in bringing diverse talent to different areas of the United Kingdom (UK). The
Over recent decades, national Higher Education sectors across the world have experienced a gradual process of marketisation.
This book offers a new interpretation on why and how marketisation has taken place within England. It explores distinct assumptions on the nature of graduate work and how the graduate labour market drives the argumentation for more market and choice. Demonstrating the flaws in these assumptions – which are based on an idealised relationship between Higher Education and high-skilled work – this book fills an important need by questioning the current rationale for further marketisation.
The influence of economics shapes our world arguably more than ever before ( Roscoe, 2014 ; Aldred, 2019 ). One of the most influential economic paradigms in the last 60 years has been Human Capital Theory (or Theories) (HCT). HCT has become the dominant economic theory to not only to lead Western countries’ economic policies but also educational and social policies ( Spring, 2015 ; Brown et al, 2020 ). This chapter demonstrates that the fundamentals of HCT underpin many of the supportive arguments for marketisation in higher education (HE). Like the
