Social justice in Australian higher education policy: an historical and conceptual account of student participation

Aspiration, achievement and access: The ACT-Indigenous Success pathway to university

“…This popular view fails to take account of the broader context in which under-represented groups are situated, often treating them with condescension. In contrast, 'recognitive' justice (Gale, 2000;Gale & Tranter, 2011) recognises that 'all people can contribute to, and ultimately benefit from a society's wealth' (Fleming & Grace, 2014a, p.485). Such sentiments are especially pertinent to Australia's approach to Indigenous students in higher education.…”

Imagination and Aspiration: Flames of possibility for migrant background high school students and their parents

“…Gale and Tranter (2011) found that students from disadvantaged backgrounds are being enrolled at university to improve the nation's economic aspirations and in keeping with the principles of social justice. Higher education policy, they believe has to go beyond economics and "must recognise the interests of the least advantaged by developing a deeper understanding of the knowledges, values and understandings of those who are under-represented and excluded from higher education, especially people from lower socio-economic backgrounds" (Gale and Tranter 2011, p.30).…”

Untitled

“…Towards hyperintersectionality http://vo.hse.ru/en/ Paula Kelly, Hamish Coates, Ryan Naylor Leading Online Education from Participation to Success clude interactions between Indigeneity and socioeconomic or remote backgrounds, or interactions between field of study, gender and sociodemographic factors and attrition [Gale, Tranter, 2011]. Despite such insights, research in this area has been limited to mostly binary understandings of intersectionality, such as ethnicity and international status [Malcolm, Mendoza, 2014], gender and race [Linder, Rodriguez, 2012], or ethnicity and religion [Rockenbach, Mayhew, Bowman, 2015].…”