Educational Equality, Equity and Sui Generis Rights in Australian Higher Education

2014 ◽  
pp. 35-49
Author(s):  
Zane Ma Rhea
Keyword(s):  
Higher Education ◽  
Educational Equality

In Search of Peace: Navigating through the War on Educational Equality in America

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Christopher D. Yawn
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Educational Equality ◽  
Majority Group ◽  
Diversity In Higher Education ◽  
Multiple Levels ◽  
The Impact ◽  
The Way

AbstractAcross the United States, the number of blacks entering and graduating from college is at its highest level. Seemingly, progress is being made, however, probing individual students about their experiences may reveal that appearance of diversity in higher education does not translate into acceptance from the majority group. This article discusses the educational journey of the author. Through his experiences, the impact of the obstacles placed in the way of blacks who wish to successfully advance in school is exposed at multiple levels (e.g. postsecondary, graduate, etc.). Additionally, effective methods for overcoming barriers and moving forward in academia are discussed.

scholarly journals International Students’ Perspectives on e-Learning During COVID-19 in Higher Education in Australia: A Study of an Asian Student

2021 ◽  
Vol 19 (4) ◽  
pp. pp241-251
Author(s):  
Yuqi Lin ◽  
Ha Nguyen
Keyword(s):  
Higher Education ◽  
International Students ◽  
Online Education ◽  
Social Inclusion ◽  
Educational Equality ◽  
Learning Approaches ◽  
Emotional Instability ◽  
Environmental Learning ◽  
Emerging Issues ◽  
E Learning

Given that online higher education shows no sign of abating during the COVID-19 pandemic in Australia, understanding the nature of e-learning and e-learners in this particular setting is much needed. However, little is known about the e-learning approaches that international students apply, or about how they experience the process of e-learning. This article is a critical reflection on the misalignment between an international student’s (Author 1) e-learning behaviours and the expectation of online education. It outlines the autoethnographic method and employs self-study to explore why Author 1  behaves in a certain way with particular reference made to the Biggs’ 3P model. In so doing, the study attempts to shed light on the values and interests of international students that have been silenced in the discourse of e-learning design in Australian universities. With the aim of obtaining a profound insight into the effectiveness of e-learning, the present study challenges the notion that the virtual university is a means of achieving educational equality; it suggests the potential of online education in undermining the social inclusion agenda of internationalised universities. The findings show that while the participant could engage with the curriculum to some extent, there are signs of disconnection, isolation and emotional instability associated with the establishment and development of the e-learning environment. Illustrations of these emerging issues could help educators better understand the downside of e-learning and e-practice by identifying various influential elements, including individuals’ socioeconomic status, cultural heritage and environmental learning settings. The study points out that international students’ education outcomes could be compromised, and expectations could be unfulfilled via e-learning. Thus, there is a further need to prepare learners for e-learning environments. 

scholarly journals Educational Equality and International Students

2019 ◽  
Vol 9 (4) ◽  
pp. 1191-1195 ◽  
Author(s):  
Minghui Hou
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
International Students ◽  
Educational Equality ◽  
Domestic Students ◽  
Equal Education ◽  
The United Kingdom ◽  
The Uk ◽  
Higher Education Organizations ◽  
The University

Educational Equality and International Students, recently published by Tannock (2018), explores and highlights how to conceptualize and promote principles of educational equality for both international and domestic students in the United Kingdom. Tannock’s book includes empirical research consisting of 60 interviews with higher education staff and students, as well as the use of higher education institutional documents and secondary statistics collected from universities and national higher education organizations around the UK. Tannock addresses the contradictions between the missions of higher education institutions (universalistic principles of human rights in equal education) and their practices regarding international students as “cash cows” that keep the university afloat (p. 110).

Higher Education in China

2017 ◽  
Author(s):  
Jin Jiang
Keyword(s):  
Higher Education ◽  
College Graduates ◽  
Institutional Changes ◽  
Educational Equality ◽  
State Sector ◽  
Global Competitiveness ◽  
Higher Education System ◽  
The World ◽  
Higher Education In China ◽  
Education In China

China’s higher education system witnessed quite a few dramatic institutional changes in recent years. The state has been making a series of attempts to increase the quantity of higher education opportunities through massive expanding of higher education’s capacity (also referred to as the massification of higher education). Meanwhile, the system experienced marketization and privatization, in which the funding for higher education institutions (HEIs) increasingly depends on the non-state sector and student payments for tuition fees. The private (minban) HEIs and Sino-foreign HEIs began to develop in China. With a strong conviction to enhance the global competitiveness of top universities, master plans for developing world-class universities and disciplines were initiated, and talent programs were adopted to attract global high-skilled talent to HEIs in China to enhance the teaching and research capability of HEIs. In recent years, HEIs have been granted larger institutional autonomy with greater accountability. Higher education in China has experienced dramatic institutional changes in recent years and has made great achievements and gained international acclaim. Given such capacity, HEIs became one of the largest systems in the world. More and more higher education opportunities have been provided for students, and an increasing number of leading scholars in the world have been attracted to HEIs in China. However, the development of higher education has encountered several challenges—in particular, unequal opportunities for higher education attainment, difficulties for college graduates in finding employment, and the unequal development of higher education among disciplines, between universities, and across regions. Critical reflections on the development of higher education in China and the notion of broadly defined educational equality are required.

scholarly journals The Ambiguity of Men's Hegemony In American

2021 ◽  
Vol 1 (2) ◽  
pp. 64-74
Author(s):  
Supriyono
Keyword(s):  
Higher Education ◽  
Research Method ◽  
Educational Equality ◽  
Access To Higher Education ◽  
Male Domination ◽  
Resistance Strategies ◽  
Strength Based ◽  
Role Of Women ◽  
Equality In Education

Women in male domination and at the same time defends men with the dominance they have. This shows that there is an ambiguous attitude of a woman in responding to the discourse of male domination, injustice in the role of women and affirming women's resistance to male domination. From this, the main problem is the subject's response in dealing with the discourse of male domination through women's resistance strategies through participation in society. The concept or theory and research method used is hegemony. The results obtained are the idea of equality in education being used as a resistance strategy in the discourse of male domination and at the same time strengthening women's resistance to male domination. In addition, the strategy also developed the idea of women's strength based on educational equality, namely through access to higher education

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