University access and theories of social justice: contributions of the capabilities approach

Wilson-Strydom, Merridy

doi:10.1007/s10734-014-9766-5

Cited by 64 publications

(43 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In terms of the focus upon organisational vision, this is concerned with shifting cultural practices so that strategic leadership becomes more democratic and distributed. It entails a reflexive focus on organisational culture and a moving from recent institutional concerns with extending access for marginalised groups towards highlighting structural inequities in minoritised students' social and learning experiences, and also towards addressing inequities in learning outcomes (Fletcher et al 2015;Wilson-Strydom 2015).…”

Section: Enabling Organisational Change: a Framework For Actionmentioning

confidence: 99%

A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy

Hanesworth

Bracken

Elkington

2018

Teaching in Higher Education

View full text Add to dashboard Cite

This paper aims to provide a tentative roadmap for ensuring that higher education policy makers and practitioners are apprised of what might be done to advance a concept of socially just assessment praxis. It extends current thinking around the notion of social justice approaches to assessment by further developing the conceptual framework proposed in McArthur's recent work (2016). It does so by extending understandings of how a socially just perspective might be realised. Drawing upon recent conceptual developments within both Universal Design for Learning (UDL) and Culturally Sustaining Pedagogy (CSP), the paper proposes a typology for praxis and organisational change. Crucially, this typology focuses upon enhancing learning outcomes for all learners, but it is particularly concerned with enhancing educational experiences and learning outcomes for students that have been systematically marginalised by the normative procedural practices that have traditionally informed the nature of supposedly objective assessment.

show abstract

Section: Enabling Organisational Change: a Framework For Actionmentioning

confidence: 99%

A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy

Hanesworth

Bracken

Elkington

2018

Teaching in Higher Education

View full text Add to dashboard Cite

show abstract

“…The literature on the capability approach in education has expanded significantly in recent years. In combination with theories of social and cultural reproduction, education researchers have operationalised the capability approach as a useful framework for understanding the complexities of ‘meaningful’ access to university, and argued that it should be used to consider how education impacts on human development (Unterhalter, ; Walker, ; Biggeri, ; Walker & Unterhalter, ; Wilson‐Strydom, , , ). Watts and Bridges () contend that for some young people, the challenge of pursuing higher education lies both in the financial implications and in the lack of available social and cultural capital within their community; they assert that the capability approach provides an alternative lens through which to consider long‐standing theories of social and cultural capital formation.…”

Section: The Capability Approach Capital Theories and Widening Partimentioning

confidence: 99%

Widening the educational capabilities of socio‐economically disadvantaged students through a model of social and cultural capital development

Hannon

Faas

O’Sullivan

2017

British Educational Res J

View full text Add to dashboard Cite

Widening participation programmes aim to increase the progression of students from low socio‐economic status (SES) groups to higher education. This research proposes that the human capabilities approach is a good justice‐based framework within which to consider the social and cultural capital processes that impact upon the educational capabilities of young people from low SES groups. It presents a case study which examines the developing capability set of Irish students from a representative sample of schools participating in a university‐based widening participation outreach programme aimed at increasing social and cultural capital constructs. Qualitative analysis is presented from four schools; four student focus groups with 22 student participants, and 15 individual student interviews. Findings focus on the developing capabilities of autonomy, hope, voice and identity, as well as on the relationship between specific widening participation activities and the developing capability set. The findings highlight the development of college‐focused knowledge and how this impacts upon students’ aspiration to participate in higher education. The idea of ‘widening capability’ is discussed in relation to the potential of the capability approach to contribute an additional dimension to a mainly neoliberal policy rhetoric, which emphasises the market value of higher‐education participation. In doing so, it explores how widening participation activities can influence the widening capability set of low SES students, and its relationship with what the students deem to be ‘a life of value’.

show abstract

“…The literature on widening access and participation for non-traditional students in higher education is primarily framed within a social justice discourse and the wider discussion on changes to teacher education in a neo-liberal landscape (Connell, 2009;Openshaw & Ball, 2006;O'Shea, 2015;Wilson-Strydom, 2015). Widening access to higher education is a global concern, and recent reports from the Organisation for Economic Cooperation and Development (OECD, 2013, p. 4) have identified that "on average 20-34 year olds from a highly educated family are twice (1.9) as likely to be in higher education as their peers in general".…”

Section: Widening Access For Non-traditional Students To Tertiary Studymentioning

confidence: 99%

A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand

Hogan¹,

Reid²,

Furbish³

2017

AJTE

View full text Add to dashboard Cite

University access and theories of social justice: contributions of the capabilities approach

Cited by 64 publications

References 20 publications

A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy

A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy

Widening the educational capabilities of socio‐economically disadvantaged students through a model of social and cultural capital development

A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand

Contact Info

Product

Resources

About