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

Gale, Trevor and Tranter, Deborah 2011, Social justice in Australian higher education policy : an historical and conceptual account of student participation, Critical studies in education, vol. 52, no. 1, pp. 29-46.

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Title Social justice in Australian higher education policy : an historical and conceptual account of student participation
Author(s) Gale, Trevor
Tranter, Deborah
Journal name Critical studies in education
Volume number 52
Issue number 1
Start page 29
End page 46
Total pages 18
Publisher Routledge
Place of publication Melbourne, Vic.
Publication date 2011-02
ISSN 1750-8487
1750-8495
Keyword(s) education policy
higher education
social inclusion
social justice
student equity
widening participation
Summary This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher education policy. It maps the changes in this policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent policy proposals of the Bradley Review. Concurrently, it explores the different meanings ascribed to social justice, equity and social inclusion over this time span and what these have meant and will mean for students, particularly those from low socio-economic backgrounds. It concludes that a relational understanding of social justice – ‘recognitive justice’ – is yet to inform student equity policy in higher education, although this is now what is required in the context of the planned shift from mass to universal participation.

Notes Available online 04 Jan 2011
Language eng
Field of Research 130103 Higher Education
130199 Education systems not elsewhere classified
160506 Education Policy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2011, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30040177

Document type: Journal Article
Collection: School of Education
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