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dc.contributor.authorPitman, Tim
dc.date.accessioned2018-02-01T05:20:21Z
dc.date.available2018-02-01T05:20:21Z
dc.date.created2018-02-01T04:59:44Z
dc.date.issued2015
dc.identifier.citationPitman, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/61867
dc.description.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.

dc.publisherRoutledge
dc.subjectwidening participation
dc.subjectequity in higher education
dc.subjectelite universities
dc.subjecthigher education policy
dc.titleUnlocking the gates to the peasants: are policies of 'fairness' or 'inclusion' more important for equity in higher education?
dc.typeJournal Article
dcterms.source.volume45
dcterms.source.number2
dcterms.source.startPage281
dcterms.source.endPage293
dcterms.source.issn0305-764X
dcterms.source.titleCambridge Journal of Education
curtin.departmentHumanities Research and Graduate Studies
curtin.accessStatusFulltext not available


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