Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion

El artículo aborda los problemas de equidad e inclusión en la educación superior en Chile desde una perspectiva que se sitúa más próxima al campo de la sociología de la Educación. Desde allí la perspectiva teórica que sirve de marco orientador del estudio se plantea la posibilidad de comprensión de los fenómenos sociales desde las creencias y acciones de los sujetos. También se asume que el logro de la justicia en una sociedad determinada y en la educación en particular, trasciende a la distribución equitativa de recursos y requiere que los actores educativos, caracterizados por una mayor diversidad, se reconozcan mutuamente unos a otros como lo plantean los teóricos del reconocimiento (Honneth, 2010).Palabras clave: Equidad, inclusión, educación superior, creencias, reconocimiento.Diversidade Cultural e Equidade em Faculdades privadas com Projeto de InclusãoO artigo aborda os problemas de Equidade e Inclusão no ensino superior no Chile desde uma perspectiva que se situa mais próxima ao campo da sociologia da Educação. A partir daí, a perspectiva teórica que serve de marco orientador do estudo, manifesta a possibilidade de compreensão dos fenômenos sociais, desde as crenças e ações dos sujeitos. Também se entende que o logro da justiça numa sociedade determinada e na educação em particular, transcende a distribuição equitativa de recursos e requer que os atores educacionais, caracterizados por uma maior diversidade, reconheçam-se mutuamente uns aos outros como expressam os teóricos do reconhecimento (Honneth, 2010).Palavras-chave: Equidade, Inclusão, ensino superior, crenças, reconhecimento.Cultural diversity and equity in private universities withinclusion projectThe article discusses the issues of equity and inclusion in higher educationin Chile from a perspective closest to the field of sociology of education.Based on that, the theoretical perspective that serves as a guiding frameworkof the study provides the possibility of understanding social phenomenafrom individual beliefs and actions. It is also assumed that the achievementof justice in a given society and in education in particular transcends theequitable distribution of resources. It requires that educational actors,characterized as more diverse, are mutually recognized, as it is suggestedby recognition theorists (Honneth, 2010).Keywords: Equity, inclusion, higher education, beliefs, recognition.

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International Perspectives on Higher Education Research

International Perspectives on Higher Education Research - Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices ◽

10.1108/s1479-3628(2013)0000008018 ◽

2013 ◽

pp. ii

Keyword(s):

Higher Education ◽

Education Research ◽

Higher Education Research ◽

International Perspectives

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Book Reviews

Learning and Teaching ◽

10.3167/latiss.2008.010306 ◽

2008 ◽

Vol 1 (3) ◽

pp. 89-101

Author(s):

Mark Sandle ◽

Gary Taylor ◽

Penny Welch

Keyword(s):

Higher Education ◽

Civic Engagement ◽

Teaching And Learning ◽

Computer Assisted ◽

Essay Writing ◽

Learning History ◽

International Perspectives

Geoff Timmins, Keith Vernon and Christine Kinealy (2005) Teaching and Learning HistoryReview by Mark SandleLorraine McIlrath and Iain Mac Labhrainn (eds) (2007) Higher Education and Civic Engagement: International PerspectivesReview by Gary TaylorJoanna Bull and Colleen McKenna (2004) Blueprint for Computer-Assisted AssessmentReview by Penny WelchPeter Redman (2006) Good Essay WritingReview by Penny Welch

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Widening Access to Higher Education – An Australian Case Study

Journal of Adult and Continuing Education ◽

10.7227/jace.8.2.6 ◽

2003 ◽

Vol 8 (2) ◽

pp. 195-212

Author(s):

Glen Postle ◽

Andrew Sturman

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Access To Higher Education ◽

History Of Higher Education ◽

Student Groups ◽

Diverse Student ◽

History Of ◽

Australian Case ◽

Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

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