Social justice in Australian higher education policy

An historical and conceptual account of student participation

Datos Bibliográficos

ID12906016
AutoresThomas Gale (0000-0003-3927-9267, University of South Australia, autor de correspondencia), Deborah Tranter (Australian National University)
Año2011
Volumen52
Número1
Páginas29-46
Fecha de publicación2011-01-04
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaCritical Studies in Education (JOURNAL)
Identificadores de la revistaISSN: 1750-8487 • E-ISSN: 1750-8495
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17508487.2011.536511
OpenAlexW2105991488
IdiomaEN
Citas recibidas46
Referencias citadas19

This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher education policy. It maps the changes in this policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent policy proposals of the Bradley Review. Concurrently, it explores the different meanings ascribed to social justice, equity and social inclusion over this time span and what these have meant and will mean for students, particularly those from low socio-economic backgrounds. It concludes that a relational understanding of social justice – ‘recognitive justice’ – is yet to inform student equity policy in higher education, although this is now what is required in the context of the planned shift from mass to universal participation

Economic Justice · Political science · Social justice · Social policy · Social science · Sociology · Gender Studies · Higher Education Governance and Development · Higher Education Practises and Engagement · Higher Education Research Studies · Law