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    Unlocking the gates to the peasants: are policies of ‘fairness’ or ‘inclusion’ more important for equity in higher education?

    227010_227010.pdf (84.58Kb)
    Access Status
    Open access
    Authors
    Pitman, Tim
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Pitman, T. 2015. Unlocking the gates to the peasants: are policies of ‘fairness’ or ‘inclusion’ more important for equity in higher education? Cambridge Journal of Education. 45 (2): pp. 281-293.
    Source Title
    Cambridge Journal of Education
    DOI
    10.1080/0305764X.2014.970514
    ISSN
    0305-764X
    School
    John Curtin Institute of Public Policy (JCIPP)
    Remarks

    The Version of Record of this manuscript has been published and is available in Cambridge Journal of Education. 2015. http://www.tandfonline.com/10.1080/0305764X.2014.970514

    URI
    http://hdl.handle.net/20.500.11937/14490
    Collection
    • Curtin Research Publications
    Abstract

    Attempts to make higher education more equitable more readily succeed at the aggregate (sector) level than at the institutional, with students from disadvantaged groups being overrepresented in low-status institutions. It is suggested that this is because policies of ‘fairness’ (i.e. proportional representation) dominate the contemporary policy framework and are strongly resisted by elite universities. However, using the Australian higher education sector as an example, this paper argues that equity policy is actually a mix of ‘proportional fairness’ and ‘inclusion’ and elite institutions resist not because the policy is deficient but because it might actually work. An alternative approach to higher education equity policy is proposed; one which requires elite institutions to engage meaningfully with disadvantaged students but allows them to retain their status advantage.

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