Precarious education and the university: Navigating the silenced borders of participation

Harwood, Valerie; O’Shea, Sarah; Uptin, Jonnell; Humphry, Nicoli; Kervin, Lisa

doi:10.18546/ijsd.10.2.02

Cited by 6 publications

(10 citation statements)

References 9 publications

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“…Educationally disengaged young people are often not included in discussions about increasing university targets (Harwood et al 2013), as efforts to 'widen university participation', tend to concentrate on the 'school' and, by consequence, school attenders. The importance of the school to widening participation initiatives is underscored by the UK Social Mobility and Child Poverty Commission (2013), which points out that, 'what happens in schools ultimately holds the key to who can participate in higher education ' (p. 2).…”

Section: Introductionmentioning

confidence: 99%

“…This paper seeks to bring the voices, educational experiences and imaginings of young people at the margins of tertiary education into literature on educational disengagement. These 'margins' are better described as 'dead zones'; a point emphasised by Harwood et al (2013), who point out that existing outreach programmes aimed at widening university participation generally target low socioeconomic status (LSES) children and young people engaged in schooling, and that attending to the needs of young people who experience exclusion or disengagement from schooling is a 'dead zone' in widening participation scholarship and practice.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

‘Students that just hate school wouldn’t go’: educationally disengaged and disadvantaged young people’s talk about university education

McMahon

Harwood

Hickey-Moody

2015

British Journal of Sociology of Education

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This paper contributes to a growing body of literature on widening university participation and brings a focus on the classed and embodied nature of young people's imagination to existing discussions. We interviewed 250 young people living in disadvantaged communities across five Australian states who had experienced disengagement from compulsory primary and secondary schooling. We asked them about their education and their educational futures, specifically how they imagined universities and university participation. For these young people, universities were imagined as 'big', 'massive' alienating schools. The paper explores how the elements of schooling from which these young people disengaged became tangible barriers to imagining and pursuing participation in university education. The primary barrier they described was their relationships with school teachers. Our analysis shows how relationships with teachers can impact the imagined improbability/probability of university participation. We offer suggestions for how barriers to university created by poor relationships with teachers may be overcome.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

‘Students that just hate school wouldn’t go’: educationally disengaged and disadvantaged young people’s talk about university education

McMahon

Harwood

Hickey-Moody

2015

British Journal of Sociology of Education

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“…AIME is making progress towards ‘closing the gap’ for Australian Indigenous students’ school retention and completion rates (AIME, 2016, 2017; Harwood et al, 2013; KPMG, 2013). Understanding AIME's success moves beyond describing the problem of an ‘education gap’ and focussing on identifying ‘what works’.…”

Section: A New Song To Sing Up Water: What Is Aime and Why Study ‘No mentioning

confidence: 99%

“…There is limited judgmentalism and a strong relational dimension in AIME classrooms (Harwood et al, 2013; McMahon et al, 2017). This is achieved, in part, through ‘No Shame at AIME’.…”

Section: ‘Wind Water and Clouds Do Not Stop At Borders’: Weaving Datmentioning

confidence: 99%

‘No Shame at AIME’: Listening to Aboriginal Philosophy and Methodologies to Theorise Shame in Educational Contexts

McKnight

Harwood

McMahon

et al. 2020

AJIE

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Shame is a ‘slippery’ concept in educational contexts but by listening to Aboriginal philosophy and Country, we can rethink its slipperiness. This article contemplates how multiple understandings of shame are derived from and coexist within colonised educational contexts. We focus on one positive example of Indigenous education to consider how these understandings can be challenged and transformed for the benefit of Indigenous learners. We discuss a mentoring program run by and for Indigenous young people that is successfully impacting school retention and completion rates: The Australian Indigenous Mentoring Experience (AIME). AIME has a rule, ‘No Shame at AIME’, with the view to minimising shame as a barrier to engaging with Western education. But is this as beneficial as might first appear? Might this erode important cultural understandings of shame necessary in Indigenous education? Instead, could shame be repositioned to better align with original cultural meanings and purposes? We philosophise about the AIME rule with Yuin Country and stories from Country along with our observational and interview data. We argue AIME does not so much ‘remove’ shame as reposition it to better align with Aboriginal cultural educational practice, which positively impacts mentees.

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“…. in higher education" [15], p. 23, despite the ongoing aspirations of students that come from low socio-economic backgrounds [16]. These processes of disengagement can be challenged by positive engagement with "a trusted adult" [17] in [18] p. 119, and where engagement between students and teachers is ongoing and intentional; this can radically shift a young person's involvement in their schooling [18].…”

Section: Student Disengagement and Higher Educationmentioning

confidence: 99%

Utilising the Social Return on Investment (SROI) Framework to Gauge Social Value in the Fast Forward Program

et al. 2019

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A market paradigm shift towards a ‘knowledge-based economy’ means Australia is moving towards a major skills crisis whereby the workface will lack skills attainable from higher education. Moreover, those from low socio-economic backgrounds, and who are confronted with disadvantage, still face challenges in gaining entry to university. The Fast Forward Program (FFP) aims to increase attainment of higher education for X high school students in years 9–12, with a focus on dismantling the social barriers preventing attainment. To achieve this aim, the program hosts a range of student and parent in-school workshops and on-campus visits. To capture the social impact of the program for all participants, the social return on investment (SROI) methodology was implemented. The SROI ratio is represented as a return in dollar value for every dollar invested; due to the success of the program, the investment represented $5.73 for every $1 spent. The key findings indicated that students and parents gained a deeper familiarity and understanding of university which, in turn, created a deeper confidence and motivation for students to enter higher education. Additionally, participants reported being able to better use their time to cater for study, and were more comfortable about going onto a university campus.

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Precarious education and the university: Navigating the silenced borders of participation

Cited by 6 publications

References 9 publications

‘Students that just hate school wouldn’t go’: educationally disengaged and disadvantaged young people’s talk about university education

‘Students that just hate school wouldn’t go’: educationally disengaged and disadvantaged young people’s talk about university education

‘No Shame at AIME’: Listening to Aboriginal Philosophy and Methodologies to Theorise Shame in Educational Contexts

Utilising the Social Return on Investment (SROI) Framework to Gauge Social Value in the Fast Forward Program

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