Available Open Access under CC-BY-NC licence. This book is about the experiences of students in institutions of higher education from ‘non-traditional’ backgrounds. The expansion of Higher Education world-wide shows no signs of slowing down and there is already a large literature on who has access to higher education and to qualifications that offer higher life-time incomes and status. However to date there has been minimal focus on what happens to the students once they are in the institutions and the inequalities that they face. This book aims to fill this gap in the literature.
The chapters demonstrate that the students and their families are finding ways of acquiring forms of capital that encourage and sustain their participation in higher education. Contributions from the UK, the USA and Australia reveal that the issues surrounding the inclusion of ‘non-traditional’ students are broadly similar in different countries. It should be read by all those leading, managing, or teaching in, institutions of higher education and all students or intending students whatever their background.
Tabela de Conteúdo
Foreword ~ David Watson; Introduction ~ Sally Tomlinson and Tehmina N. Basit; Part one: Issues in social inclusion: Capitals, ethnicity and higher education ~ Tariq Modood; Widening participation from an historical perspective: Increasing our understanding of higher education and social justice ~ David W. Thompson; Broadening participation among women and racial/ethnic minorities in STEM ~ Terrell L. Strayhorn, James M. De Vita and Amanda M. Blakewood; Social inclusion in a globalised higher education environment: The issue of equitable access to university in Australia ~ Richard James; From minority to majority: Educating diverse students in the United States ~ Yolanda T. Moses; Equity, diversity and feminist educational research: Enhancing the emerging field of pedagogical studies in higher education for inclusion ~ Miriam E David; Social justice as a matter of policy: Higher education for the masses ~ Trevor Gale and Deborah Tranter; Part two: Perspectives on widening participation: ‘I’ve never known someone like me go to university’: Class, ethnicity and access to higher education ~ Tehmina N Basit; Widening participation in the higher education quasi-market: Diversity, learning, and literacy ~ Rob Smith; Para Crecer: Successful higher education strategies used by Latina students ~ Pamela Hernandez and Diane M. Dunlap; Empowering non-traditional students in the UK: Feedback and the hidden curriculum ~ Andy Cramp; Teaching indigenous teachers: Valuing diverse perspectives ~ Ninetta Santoro, Jo-Anne Reid, Laurie Crawford and Lee Simpson; Widening access to higher education through partnership working ~ Jaswinder K Dhillon; Higher education, human rights and inclusive citizenship ~ Audrey H. Osler;
Sobre o autor
Sally Tomlinson is an Emeritus Professor at Goldsmiths London University and an Honorary Fellow in the Education Department, University of Oxford. She began her teaching career in primary school in Wolverhampton, and has spent her academic career researching, writing and teaching about race and ethnicity, and the politics of education, especially ‘special’ education. She was a trustee of the African Education Trust for twenty years working in in Somalia and Somaliland and Kenya.
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