The Imperial/Neoliberal University: What Does It Mean to Be Included?

Dear, Lou

doi:10.1007/978-3-030-15246-8_5

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…Without radical transformation of institutional environments, curriculum or pedagogy, widening access might be a 'vaunted concept' (Dear, 2019). As the under-represented student population is expected to grow (Shah & McKay, 2018), it is imperative to reformulate funding models which have proven to fail the equity as fairness goal (see Callender's chapter in this book), to create new strategies, structures and reforms to accommodate the needs of these students.…”

Section: Moving Forwardmentioning

confidence: 99%

Conclusion: Learning from the Past to Shape Future Policies Towards Equity in Higher Education

Tavares¹,

Sin²,

Sá

2022

Equity Policies in Global Higher Education

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The concluding chapter highlights that the commitment with equity in the analysed contexts has increased social justice and contributed to a reduction of social inequalities. However, the policies employed to improve equity are not homogenous since they depend on the local, educational, historical, economic and political conditions that favour the persistence of social inequalities and on the levels at which inequalities occur (access, institutional stratification, retention or attainment). Although massification of higher education systems seems to have allowed the participation of students from deprived backgrounds, the competition is now mostly occurring for places in the most prestigious institutions and study programmes. The winners continue to be students of high socioeconomic status, who benefit from a number of advantages: access to information, lower aversion to debt, better previous schooling and academic achievement or higher expectations. The chapter critically discusses the policies that need to acknowledge the fact that inequalities persist at other levels, despite the massification of participation.

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Section: Moving Forwardmentioning

confidence: 99%

Conclusion: Learning from the Past to Shape Future Policies Towards Equity in Higher Education

Tavares¹,

Sin²,

Sá

2022

Equity Policies in Global Higher Education

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show abstract

“…If new futures are to be built on the research of universities then all communities must be given space in the institution: 'Nothing about us without us'. Yet, offering the body to the university also embraces its empirebuilding logic, where external knowledges, methods, practices and experiences are increasingly cheerfully embraced but required to conform to its discipline in an anxious hybridity (Lal, 2002;Dear, 2019). The academic is not permitted to hold a self outside of the institution.…”

Section: Suffering Bodies and The Absent Normmentioning

confidence: 99%

Academic Emotions

Barclay

2021

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The University is an institution that disciplines the academic self. As such it produces both a particular emotional culture and, at times, the emotional suffering of those who find such disciplinary practices discomforting. Drawing on a rich array of writing about the modern academy by contemporary academics, this Element explores the emotional dynamics of the academy as a disciplining institution, the production of the academic self, and the role of emotion in negotiating power in the ivory tower. Using methodologies from the History of Emotion, it seeks to further our understanding of the relationship between the institution, emotion and the self.

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‘“Whose Shoes Are You in?” Negotiating Imposterism Inside Academia and in Feminist Spaces’

Grassi

2022

The Palgrave Handbook of Imposter Syndrome in Higher Education

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The Imperial/Neoliberal University: What Does It Mean to Be Included?

Cited by 3 publications

References 11 publications

Conclusion: Learning from the Past to Shape Future Policies Towards Equity in Higher Education

Conclusion: Learning from the Past to Shape Future Policies Towards Equity in Higher Education

Academic Emotions

‘“Whose Shoes Are You in?” Negotiating Imposterism Inside Academia and in Feminist Spaces’

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