Strategic and policy responses to intersectionality in higher education

Harpur, Paul; Szucs, Brooke; Willox, Dino

doi:10.1080/1360080x.2022.2144790

Cited by 9 publications

(10 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It holds that race, socio-economic class, and gender (as well as other ascribed statuses) do not work as discreet categories of experience, but are instead lived and experienced concurrently (Crenshaw, 1991). According to Harpur, Szucs and Willox (2022), it is appropriate when applied to access and support of previously disadvantaged people throughout Higher Education since marginalised groups are simultaneously negotiating systemic, structural, cultural, institutional and personal dynamics.…”

Section: Intersectionality Theory and Gender Inequalities In Higher E...mentioning

confidence: 99%

“…Intersectionality theory (introduced in Section 2 above) highlighted the integrated flow between the components of a dynamic system (Bhopal 2020;Crenshaw, 1991;Harpur, Szucs & Willox 2022;Nichols & Stahl 2019). At all points, the different intersections (race, language, culture, disability and socioeconomic class) coalesce and overlap.…”

Section: Figure 51: Suggested Framework To Support Black Female Docto...mentioning

confidence: 99%

See 1 more Smart Citation

Transforming Postgraduate Education in Africa

Samuel

2023

View full text Add to dashboard Cite

Alternation research groups have made decisive and far-sighted knowledge production contributions in the interdisciplinary Arts and Humanities arena for more than twenty-five years. From 2020, it adds the Alternation African Scholarship Book Series (AASBS) to its research outputs system. Via its incisive thematically-focused inter-, multi-, and transdisciplinary, as well as digitally-informed, research approaches, the AASBS not only advances the frontiers of knowledge in Africa's institutions of Higher Learning in designated focus areas, but also critically generates scholarship of, by and with the people(s) of our continent. Historically the research draws on the rich traditions of interactive African intellectualisations, from its earliest civilisations, through struggles for liberation and freedom, to independence and growth. It opens up future epistemic opportunities through intellectual initiative and resourcefulness, while critically contributing to the international advancement of knowledge on all relevant levels. Contributing to research-led constructive, transformative and substantial discourse development in our programmes and disciplines, it also aims at impacting the wellbeing of our people foundationally and all-inclusively in the present. All forms of scientific and social challenge which Africa's societies and communities face, need to be problematised and researched in the Arts and Humanities, in the interest of cooperative and conscientious responsible knowledge generation and foundational conceptual and methodological research impacts. We serve the hopes and aspirations of the people of Africa.AASBS is committed to the highest levels of inclusive, factually correct and critical, sociallyresponsive and socially-accountable evidence-based research analyses and outputs. Each chapter is reviewed by at least two independent peer reviewers. Through its editing and peerreview system, each volume also builds research leadership, research expertise, and interactive research acumen, capacity and capabilities.

show abstract

Section: Intersectionality Theory and Gender Inequalities In Higher E...mentioning

confidence: 99%

Section: Figure 51: Suggested Framework To Support Black Female Docto...mentioning

confidence: 99%

Transforming Postgraduate Education in Africa

Samuel

2023

View full text Add to dashboard Cite

show abstract

“…Asimismo, en las universidades españolas, cuando se han estudiado los discursos de los líderes y las concepciones presentes en la documentación institucional, la comprensión interseccional, que se halla vinculada estrechamente a la justicia social (Harris & Patton, 2019), no se ha encontrado presente (García-Cano et al, 2021;Jiménez-Rodrigo et al, 2022). En otros casos, como el de las universidades australianas, la interseccionalidad solo se ha observado a nivel declarativo, pero sin efectividad práctica (Harpur et al, 2022).…”

Section: Convergencias Y Desencuentros Conceptuales En Las Políticas ...unclassified

“…La heterogeneidad de perspectivas de quienes tienen la capacidad de priorizar determinadas visiones (liderazgo institucional) y de aquellos que implementan las prácticas docentes e investigadoras en las instituciones sugiere que el mundo aún se encuentra en una etapa inicial de institucionalización de la diversidad en la educación superior (Buenestado et al, 2019). Sin perjuicio de que el discurso político haya contribuido al avance de algunas prácticas en determinadas áreas del funcionamiento institucional (Álvarez-Castillo et al, 2021;Álvarez-Castillo & García-Cano, 2022), se identifican en él significados pragmáticos y basados en el mercado (Hode and Meisenbach, 2017;Hendin, 2022;Thomas, 2018Thomas, , 2020, así como el deseo de mantener una imagen institucional deseable (Ahmed, 2007;Bhopal, 2022aBhopal, , 2022bBourabain & Verhaeghe, 2022;Ford & Cate, 2020;Ford & Patterson, 2019), con prácticas que solo se corresponden parcialmente con las que los discursos sobre diversidad tratan de normalizar (Balbachevsky et al, 2019;Elwick, 2020;Harpur et al, 2022;Khan et al, 2019;Thomas, 2018). Estas prácticas no se orientan decididamente a la realización de los cambios estructurales que puedan superar el statu quo que Thomas (2018Thomas ( , 2020 etiqueta como «régimen de diversidad», entendido este como un «conjunto de significados y prácticas que institucionaliza un compromiso benigno con la diversidad y, al hacerlo, oscurece, afianza e incluso intensifica la desigualdad racial existente al no realizar cambios fundamentales en la forma en que se distribuyen el poder, los recursos y las oportunidades» (Thomas, 2018, p. 141).…”

Section: Convergencias Y Desencuentros Conceptuales En Las Políticas ...unclassified

Concepto de diversidad en la universidad desde la política institucional y las creencias del personal docente e investigador. Convergencias y desencuentros

Castillo¹,

Caminero²

2023

RITIE

View full text Add to dashboard Cite

Las políticas institucionales de la educación superior están impulsando las prácticas de atención a la diversidad en numerosas regiones del mundo, pero no lo están haciendo desde significados unívocos ni tampoco probablemente en coordinación con las comprensiones de la diversidad que mantienen los diferentes colectivos de la comunidad universitaria. Desde esta hipótesis de partida, el artículo se halla orientado a revisar la investigación reciente sobre las perspectivas en torno a la diversidad que se derivan, por una parte, del discurso de los líderes y de la documentación institucional de las universidades y, por otra, de la información proporcionada por el personal docente e investigador, con el fin de identificar convergencias y desencuentros en el seno de los ámbitos decisorio y práctico, así como entre ambos. Los resultados de los estudios revisados sugieren que, en la educación superior, las concepciones sobre diversidad del liderazgo institucional de alto nivel son parciales y mayoritariamente no críticas, pero son priorizadas en su traslación a la práctica con escasa resistencia por parte del profesorado, cuyas creencias sobre diversidad no se caracterizan, en general, por demasiada consistencia ni compromiso, salvo en determinadas minorías que cuentan con el apoyo de líderes intermedios, pero cuya efectividad se difumina en ocasiones en las dinámicas institucionales. Aunque, en términos generales, las políticas de las universidades occidentales ya reconocen desde hace tiempo las diferencias intergrupales y orientan la implementación de actuaciones en materia de diversidad, siguen careciendo de un liderazgo proactivo con una comprensión holística y crítica de la diversidad que impulse un conocimiento y una conciencia más compartida en la comunidad universitaria sobre las necesidades de todos los grupos y personas vulnerables.

show abstract

“…As a result, both the public and private higher education providers and the number of students increased. As a result, several nations have seen an increase or decrease in Private and Public Higher Education, while some experienced a trend increase (Harpur et al, 2023;Sandu et al, 2022). The most critical drivers of the growth of PrHE have been liberalisation, marketisation and privatisation (Qureshi and Khawaja, 2021).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Private Higher Education in Croatia

Khawaja,

Sokić

2023

IJPHE

View full text Add to dashboard Cite

Croatia recognises the growing importance of education, significantly higher education, and as a result, investment in these fields is a crucial element and part of the country's strategic priority. The main goal of this article is to provide an analysis of the private higher education market by taking into account the characteristics of the private higher education (PrHE) market as well as private universities, polytechnics, and colleges located within the territory of the Republic of Croatia. Thus, to analyse the market for private higher education, it is necessary to examine its organisational and structural aspects and its financial operations using fundamental sector indicators and the movement of financial indicators over the last five years. The analysis of financial indicators shows that the private higher education sector is liquidity and financial stability. Our research demonstrates the need for Croatia to re-evaluate the incentives provided by its regulatory framework for the growth of private universities. A similar legislative framework would also align with higher education reform and the needs of the Bologna process. The global partnership of national and international educational institutions and the cooperation between the private and public higher education sectors are underdeveloped. A national strategy for its support is necessary to guarantee the ongoing growth and development of the private higher education sector. Keywords: Challenges, Prospects, Growth, Private Higher Education, Croatia

show abstract

Strategic and policy responses to intersectionality in higher education

Cited by 9 publications

References 13 publications

Transforming Postgraduate Education in Africa

Transforming Postgraduate Education in Africa

Concepto de diversidad en la universidad desde la política institucional y las creencias del personal docente e investigador. Convergencias y desencuentros

Analysis of Private Higher Education in Croatia

Contact Info

Product

Resources

About