Just imaginary: delimiting social inclusion in higher education

Gale,Trevor and Hodge, Steven 2014, Just imaginary: delimiting social inclusion in higher education, British journal of sociology of education, vol. 35, no. 5, pp. 688-709, doi: 10.1080/01425692.2014.919841.

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Title Just imaginary: delimiting social inclusion in higher education
Author(s) Gale,TrevorORCID iD for Gale,Trevor orcid.org/0000-0003-3927-9267
Hodge, Steven
Journal name British journal of sociology of education
Volume number 35
Issue number 5
Start page 688
End page 709
Total pages 22
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2014
ISSN 0142-5692
1465-3346
Keyword(s) aspiration deficits
higher education
opportunity trap
policy effects
social imaginary
social inclusion
Summary This paper explores the notion of a 'just imaginary' for social inclusion in higher education. It responds to the current strategy of OECD nations to expand higher education and increase graduate numbers, as a way of securing a competitive advantage in the global knowledge economy. The Australian higher education system provides the case for analysis. Three dilemmas for social inclusion policy in this context are identified: questions of sustainability, aspiration and opportunity. The paper argues that while social inclusion policy has 'first-order' effects in higher education, a just imaginary is required for more inclusive 'second-order' effects to be realized. It concludes that transformation of the current imaginary will require a more robust theorization of relations between social inclusion and higher education, to give new and unifying meaning to existing practices and to generate new ones. Short of this, social inclusion may be little more than just imaginary.
Language eng
DOI 10.1080/01425692.2014.919841
Field of Research 130103 Higher Education
1303 Specialist Studies in Education
1608 Sociology
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30078748

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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