The social inclusion meme in higher education: are universities doing enough?

2014 ◽  
Vol 19 (3) ◽  
pp. 303-313 ◽  
Author(s):  
Katie Hughes
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
The Social

Social inclusion of refugees into higher education in Norway: A critical analysis of Norwegian higher education and integration policies

2019 ◽  
Vol 18 (5) ◽  
pp. 628-647
Author(s):  
Juhar Yasin Abamosa ◽  
Line Torbjørnsen Hilt ◽  
Kariane Westrheim
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Critical Discourse Analysis ◽  
Social Inclusion ◽  
Analytical Framework ◽  
Human Potential ◽  
Widening Participation ◽  
Education Policies ◽  
The Social ◽  
Integration Policies

In numerous countries, the widening participation of underrepresented groups in higher education has become an official part of education policies. However, inequalities continue in some areas, including refugees’ participation. Norway hosts many refugees, but little is known about the social inclusion of refugees into higher education in the country. In this paper, three documents representing Norwegian higher education and integration policies are analysed using an integrated analytical framework constructed from social inclusion and its three main dimensions (access, participation and empowerment) and from a critical discourse analysis. The analysis is conducted to address how social inclusion into higher education is conceptualized, which major discourses underpin the conceptualization and what implications these have for the social inclusion of refugees into higher education in Norway. The article argues that social inclusion is conceptualized from an access dimension signifying the dominance of neoliberal principles in the policy documents. On the contrary, social justice discourses are marginalized and human potential principles are absent from the documents signalling the disempowerment of refugees in relation to higher education. Future policies should incorporate conscious and clear strategies informed by social justice and empowerment principles to ensure the social inclusion of refugees into higher education.

scholarly journals Young Graduates are Looking for Jobs! between Education and the Labor Market

2014 ◽  
Vol 1 (1) ◽  
pp. 86
Author(s):  
Naghi Dana Ioana
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Transition To Adulthood ◽  
Social Inclusion ◽  
Young Person ◽  
Education Level ◽  
European Level ◽  
The Social ◽  
Precarious Jobs ◽  
Market Changes

The social inclusion on the labor market of a young graduate marks a decisive step in the process of transition to adulthood. Theoretically, completing a higher education level should increase the employment chances of a young person who has just entered within the labor market. in this regard, the paper aims to describe the situation of the young graduates in Romania, concerning: the extent to which education increases the chances of accessing the labor market, what statistics tell us about the situation of the youth in Romania and where do we stand at the European level, and also how the labor market inequalities are reproduced. From a broader view, this paper points out also the main challenges that youth face on the labor market, such as: the un\employment and the precarious jobs, the spreading of the underemployment and the lack of jobs, the educational patterns and labor market changes, these are some topics that will be discussed.

Overcoming linguistic barriers in Portuguese higher education: The case of international African students

2020 ◽  
Vol 19 (2-3) ◽  
pp. 189-214
Author(s):  
Ana Raquel Matias ◽  
Paulo Feytor Pinto
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Social Dynamics ◽  
Host Community ◽  
African Countries ◽  
African Students ◽  
Linguistic Barriers ◽  
The Social ◽  
Portuguese Higher Education ◽  
The University

This article reflects about the contextual and theoretical assumptions of the project ‘Trovoada de Ideias: Linguistic and social inclusion of students from Portuguese-speaking African countries in Portuguese higher education’, an ongoing action research on Portuguese academic language teaching involving students who speak different varieties of Portuguese. By adopting a multidimensional inclusion approach (simultaneously linguistic, cultural and social), the ultimate aim is to contribute to a deeper understanding of the factors of (in)comprehension between students fluent in different norms of Portuguese and the university host community in Portugal, and consequently, building a frame for improving higher education institutions responses to multicultural challenges implied in the social dynamics of language variation.

scholarly journals Retaining students in Australian higher education: cultural capital, field distinction

2016 ◽  
Vol 16 (1) ◽  
pp. 80-96 ◽  
Author(s):  
Trevor Gale ◽  
Stephen Parker
Keyword(s):  
Higher Education ◽  
University Students ◽  
Cultural Capital ◽  
Social Inclusion ◽  
Economic Status ◽  
Economic Capital ◽  
Retention Rates ◽  
Widening Participation ◽  
Distinctive Character ◽  
The Social

In the global phenomenon of widening participation policy in higher education, lower retention rates for students from less advantaged socio-economic circumstances have potential to undermine the social inclusion agenda of HE. This might be an issue in Europe but is not necessarily the case elsewhere. In this paper we consider statistical data on Australian university students from under-represented groups, retained at similar rates to those of their more advantaged peers. Our data also include print and online media commentary on student retention. In our analysis we draw on Bourdieu’s social theory, particularly his conceptual tools of ‘cultural capital’ and field ‘distinction’. We argue that less-advantaged Australian university students appear to have greater access to the cultural capital privileged in higher education institutions. This tends to undermine claims of retention problems, and of ‘setting up students to fail’, which dominate quasi-policy media forums and have more to do with mitigating a perceived threat to the distinctive character of higher education. Following Wilkinson and Pickett’s observations on the distribution of economic capital within societies, we suggest that the more even the distribution of cultural capital across systems, institutions and groups, the less students’ socio-economic status has to do with their retention in higher education.

scholarly journals Yükseköğretimdeki Suriyeli Sığınmacı Öğrenciler: Uyum ve Çatışma Alanları

2021 ◽  
Vol 7 (12) ◽  
pp. 71-106
Author(s):  
Rukiye Çorlu ◽  
Hakan Gülerce
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Social Inclusion ◽  
Education Students ◽  
Focus Group Interviews ◽  
The Social ◽  
Group Interviews ◽  
Education In Turkey ◽  
The University ◽  
Academic Year

The number of Syrian students in higher education in Turkey is increasing every year. In the 2019-2020 academic year, this number has reached 37,236. During this period, Harran University ranks first among 209 universities with 2,677 Syrian students, with the highest number of Syrian students studying in the university. One of the most fundamental facts inherent in migration is the human encounter experienced by the migrants and host communities. Both communities are affected by this encounter in various ways. In this study, social inclusion problems faced by Syrian asylum seeker higher education students throughout their education and daily life have been highlighted, and an evaluation has been made on the social experiences and problems faced by Syrian students studying at Harran University. For this purpose, two focus group meetings were held, each with six participants. The data obtained from focus group interviews were analyzed within the framework of various basic problems such as acceptance, social interaction, uncertainty, foreignness, stigmatization, and marginalization. The main problem of this study is that Syrian students have a high desire to participate in society and live together, but they continue to experience problems such as marginalization, exclusion, and deprivation of psycho-social support in different ways.

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

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