Creating spaces in higher education for marginalised Australians: Principles for socially inclusive pedagogies

Gale, Trevor and Mills, Carmen (2013) Creating spaces in higher education for marginalised Australians: Principles for socially inclusive pedagogies. Enhanced Learning in the Social Sciences, 5 2: 7-19. doi:10.11120/elss.2013.00008


Author Gale, Trevor
Mills, Carmen
Title Creating spaces in higher education for marginalised Australians: Principles for socially inclusive pedagogies
Journal name Enhanced Learning in the Social Sciences   Check publisher's open access policy
ISSN 1756-848X
Publication date 2013
Year available 2013
Sub-type Article (original research)
DOI 10.11120/elss.2013.00008
Open Access Status DOI
Volume 5
Issue 2
Start page 7
End page 19
Total pages 13
Place of publication Edgbaston, Birmingham, United Kingdom
Publisher University of Birmingham Press
Collection year 2014
Language eng
Formatted abstract
The Bradley Review of Australian Higher Education provided a timely reminder of the dismal performance of the nation and its higher education system in terms of the proportional representation of certain groups of Australians within the university student population. While the Australian Government has taken on the challenge of creating more university places for people from low socioeconomic status backgrounds, this article makes the case for creating spaces in higher education for marginalised Australians. Specifically, we argue that the most strategic place to begin this is with the pedagogic work of higher education, because of its positioning as a central message system in education. And it is from the centre that the greatest pedagogic authority is derived. In this paper we conceive of the pedagogic work involved in terms of belief, design and action. From these constitutive elements are derived three principles on which to build a socially inclusive pedagogy and to open up spaces for currently marginalised groups.
Keyword Social inclusion
Pedagogy
Pedagogic work
Higher education
Bourdieu
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
 
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Created: Thu, 11 Jul 2013, 08:33:11 EST by Claire Backhouse on behalf of School of Education