Policy & Politics vol 31 no 4 447 © The Policy Press, 2003 ISSN 0305 5736 Policy & Politics v 31 n 4 447–6 Key words: justice higher education under-representation of women qualifications Final submission 15 October 2002 Acceptance 5 November 2002 Justice in higher education Antonia Kupfer English Normative philosophical theories of justice can provide valuable solutions for problems of justice in higher education. In this article the author presents three categories of explanation for the under- representation of women students in sciences
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.
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
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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.
subsidies to HE has changed. Direct fiscal contributions (AFDs) allocated only to traditional universities (pre-1981) have shrunk, and while in 1990 they were more than 50 per cent of the budget, in 2016 they represented little more Table 3.1: Higher-education budgets – proportions (%) by type of subsidy (1990–2016)* 1990 2005 2010 2011 2012 2013 2014 2015 2016 1. AFD 51.2 45.6 21.5 20.4 19.1 18.4 18.3 15.2 12.2 2. Free Education Bill – – – – – – – – 29.5 3. AFI 18.2 7.27 3.1 2
187 TEN Religious literacy in higher education Stephen H. Jones In recent years, a number of authors have highlighted the role that universities could potentially play in improving the public conversation about religion and belief (Gilliat-Ray, 2000, p 59; Prothero, 2008, p 173; Woodhead, 2009, p 28). Ford (2004, p 24), for example, has commented that the university is one of the: … few settings in our world where the huge range of issues arising out of [the religious diversity of society], relating to every sphere of life, can be thoughtfully and
179 ELEVEN Teacher education and higher education Jean Murray Introduction In 1984, Alexander et al (1984, p xv) famously conceptualised pre- service or initial teacher education (ITE) as ‘suspended between the worlds of school and higher education (HE)’: ‘One provides its raison d’etre and the occupational imperatives to which it is bound to respond, and the other the framework within which such responses must be located, and which has its own cultural and academic imperatives.’ Taylor (1983) conceptualised teacher education as ‘Janus-faced’, another
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