Appreciating aspirations in Australian higher education

Sellar, Sam, Gale, Trevor and Parker, Stephen 2011, Appreciating aspirations in Australian higher education, Cambridge journal of education, vol. 41, no. 1, Special Issue : Globalisation and Student Equity in Higher Education, pp. 37-52.

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Title Appreciating aspirations in Australian higher education
Author(s) Sellar, Sam
Gale, Trevor
Parker, Stephen
Journal name Cambridge journal of education
Volume number 41
Issue number 1
Season Special Issue : Globalisation and Student Equity in Higher Education
Start page 37
End page 52
Total pages 16
Publisher Routledge
Place of publication Abingdon, England
Publication date 2011-03
ISSN 0305-764X
1469-3577
Keyword(s) aspiration
higher education
widening participation
equity
Appadurai
Summary Aspiration for higher education (HE) is no longer a matter solely for students and their families. With OECD nations seeking to position themselves more competitively in the global knowledge economy, the need for more knowledge workers has led to plans to expand their HE systems to near universal levels. In Australia, this has required the government and institutions to enlist students who traditionally have not seen university as contributing to their imagined and desired futures. However, this paper suggests that failing to appreciate the aspirations of different groups, understood as a collective cultural capacity, casts doubt over the ability of institutions to deliver increased numbers of knowledge workers. Moreover, inciting subscription to the current norms of HE is a weak form of social inclusion. Stronger forms of equity strategy are possible when HE is repositioned as a resource for different groups and communities to access in the pursuit of their aspirations.
Language eng
Field of Research 130103 Higher Education
130199 Education systems not elsewhere classified
160506 Education Policy
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1.1 Refereed article in a scholarly journal
HERDC collection year 2011
Copyright notice ©2011, University of Cambridge, Faculty of Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30040165

Document type: Journal Article
Collection: School of Education
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