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Creating spaces in higher education for marginalised Australians : principles for socially inclusive pedagogies

journal contribution
posted on 2013-06-01, 00:00 authored by Trevor Gale, C Mills
The Bradley Review of Australian Higher Education provided a timely reminder of the dismal performance of the nation and its higher education system in terms of the proportional representation of certain groups of Australians within the university student population. While the Australian Government has taken on the challenge of creating more university places for people from low socioeconomic status backgrounds, this article makes the case for creating spaces in higher education for marginalised Australians. Specifically, we argue that the most strategic place to begin this is with the pedagogic work of higher education, because of its positioning as a central message system in education. And it is from the centre that the greatest pedagogic authority is derived. In this paper we conceive of the pedagogic work involved in terms of belief, design and action. From these constitutive elements are derived three principles on which to build a socially inclusive pedagogy and to open up spaces for currently marginalised groups.

History

Journal

Enhancing learning in the social sciences

Volume

5

Issue

2

Pagination

7 - 19

Publisher

University of Birmingham Press

Location

Birmingham, England

ISSN

1756-848X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2013, Higher Education Academy

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