© 2012 – Routledge
The landscape of higher education has undergone change and transformation in recent years, partly as a result of diversification and massification. However, persistent patterns of under-representation continue to perplex policy-makers and practitioners, raising questions about current strategies, policies and approaches to widening participation.
Presenting a comprehensive review and critique of contemporary widening participation policy and practice, Penny Jane Burke interrogates the underpinning assumptions, values and perspectives shaping current concepts and understandings of widening participation. She draws on a range of perspectives within the field of the sociology of education – including feminist post-structuralism, critical pedagogy and policy sociology – to examine the ways in which wider societal inequalities and misrecognitions, which are related to difference and diversity, present particular challenges for the project to widen participation in higher education. In particular, the book:
The book will be of great use to all those working in and researching Higher Education.
'The Right to Higher Education not only provides critiques of current policy and practice, but goes further to consider how widening participation could provide a focus for positive renewal and transformation of universities. As such, this volume is not only of value to those involved in widening participation, but also for those interested in the development of the sector as a whole.' - Annette Hayton for the London Review of Education, University of Bath
Introduction Part One: Contextualising Widening Participation 1. Deconstructing the Discourses of Widening Participation 2. Re/conceptualizing Widening Participation 3. Subjects of Widening Participation: identity and subjectivity Part Two: Methodologies and Approaches 4. Methodological approaches 5. Researching widening participation Part Three: Widening Participation Strategies and Practices 6. Raising aspirations: challenging discourses of deficit 7. Fair Access: challenging discourses of fairness and transparency 8. Lifting Barriers: conceptualising inequalities and misrecognitions 9. Professional subjectivities and practices Part Four: Imagining the future 10. Conceptualising WP differently 11. Beyong Widening Participation
Peter Aggleton, UNSW, Australia
Sally Power, University of Cardiff, UK
Michael Reiss, Institute of Education, University of London, UK
Foundations and Futures of Education focuses on key emerging issues in education as well as continuing debates within the field. The series is inter-disciplinary, and includes historical, philosophical, sociological, psychological and comparative perspectives on the purposes and nature of education; increasing interdisciplinarity within the field; and the theory-practice divide.