from barriers to capacities reconcieving aspiration
play

From barriers to capacities: reconcieving aspiration-focused student - PowerPoint PPT Presentation

redefining student equity in higher education From barriers to capacities: reconcieving aspiration-focused student equity strategy Sam Sellar National Centre for Student Equity in Higher Education Hawke Research Institute University of


  1. … redefining student equity in higher education … From barriers to capacities: reconcieving aspiration-focused student equity strategy Sam Sellar National Centre for Student Equity in Higher Education Hawke Research Institute University of South Australia sam.sellar@unisa.edu.au

  2. Reconceiving the problem 1. Problem: Persistent low rates of participation in HE among people from low SES backgrounds, partly due to motivational barriers. 2. Tension: Raising aspiration removes motivational barriers to participation in HE but places excellence in question if aspiration outstrips achievement 3. Reconception: Aspiration not simply the means to realise ends , but the capacity to influence them 4. Implication: Outreach activity should develop research capacities that support people to plan, articulate and realise socially valuable ends

  3. From motivational barrier… Aspiration an issue of individual motivation • – ‘The major barriers to increased higher education participation by students from low socio-economic backgrounds include previous educational attainment … [and] little aspiration to participate’ (Australian Government 2009:13) Negative freedom: ‘consists just in there being no obstacle’ • (Taylor 1985: 213) Student equity is a question only of means and can place the • ends at risk

  4. …to aspirational capacity Aspiration is a cultural capacity to (a) navigate normative • contexts toward desired ends and (b) to participate in shaping these contexts and ends (positive freedom) Strengthening the capacity to aspire: • (1) Challenging deficit views; (2) teaching and learning; (3) linking • immediate desires to broader narratives; (4) cultivating voice Positive freedom: ‘[O]ne is free only to the extent that one • has effectively determined oneself and the shape of one’s life’ (Taylor 1985: 213) Student equity is a question both of means and ends •

  5. Aspiration demands research • Aspiration and research: – ‘Without aspiration, there is no pressure to know more. And without systematic tools for gaining relevant new knowledge, aspiration degenerates into fantasy or despair’ (Appadurai 2006: 176-177) • A broad definition of research: – ‘the capacity to systematically increase the horizons of one’s current knowledge, in relation to some task, goal or aspiration’ (Appadurai 2006: 176) • The quality of social scientific knowledge production is dependent upon its inclusivity (Connell 2007)

  6. Conclusion Strengthening the capacity to aspire and the capacity for • research: 1. A strong social justice strategy 2. A sound approach to preparing citizens for knowledge economies 3. Opens up new ways of thinking the relationship between increasing participation and increasing the quality of knowledge production

Download Presentation
Download Policy: The content available on the website is offered to you 'AS IS' for your personal information and use only. It cannot be commercialized, licensed, or distributed on other websites without prior consent from the author. To download a presentation, simply click this link. If you encounter any difficulties during the download process, it's possible that the publisher has removed the file from their server.

Recommend


More recommend