Promoting equity by illuminating academic roles and identities in teaching students from diverse backgrounds
Bibliographic Data
| ID | 21691631 |
|---|---|
| Authors | Juliana Ryan (0000-0002-5390-0198, Social and Global Studies Centre, RMIT University, Melbourne, Australia, corresponding author), Sophie Goldingay (0000-0002-0776-1086, Deakin University), Sonja Macfarlane (0000-0002-8904-8945, Deakin Learning Futures, Deakin University, Melbourne, Australia), Danielle Hitch (0000-0003-2798-2246, Deakin University) |
| Year | 2023 |
| Volume | 28 |
| Issue | 4 |
| Pages | 699-716 |
| Publication date | 2023-05-19 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1356-2517 • E-ISSN: 1470-1294 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13562517.2020.1852203 |
| OpenAlex | W3110755193 |
| Language | EN |
| Citations received | 3 |
| References cited | 34 |
While university participation has widened, retention and success rates remain lower for some diverse Australian undergraduate cohorts, e.g. students from low socioeconomic status backgrounds, Indigenous students and students with disability. Institutional characteristics and culture are more important factors in attrition than student characteristics. This paper explores how universities could develop learning and teaching communities that are more inclusive through insights into some complex relationships between student diversity, academic roles and identities. Using a critical discursive psychology approach, we identified 12 different subject positions that Australian academics from 19 universities adopted in constructing their identities as teachers of students from diverse backgrounds. We critically discuss illustrative findings from one academic who adopted seven different subject positions to explore the impact of institutional context on social positioning and dynamics related to learning, teaching and student diversity. We conclude that a ‘students-as-partners’ approach could help universities to better recognise and value diversity
Attrition · Higher education · Indigenous · Library science · Mathematics education · Pedagogy · Political science · Socioeconomic status · Sociology · Communication in Education and Healthcare · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology
Discourse Analysis as Theory and Method
The Morphing of Academic Practice: Unbundling and the Rise of the Para-academic
Dynamics of National and Global Competition in Higher Education
Having, being and higher education
A Systematic Literature Review of Students as Partners in Higher Education
Social Constructionism
Interviews – Learning the Craft of Qualitative Research Interviewing
Hearing voices, creating spaces
Social justice in Australian higher education policy
Negotiating Hegemonic Masculinity
The Discursive Climate of Singleness
Constructing the university
Using thematic analysis in psychology
Discursive Psychology
Positioning
Bridging socio-cultural incongruity
Her majesty the student
Equity and diversity in institutional approaches to student-staff partnership schemes in higher education
Academic manager or managed academic? Academic identity schisms in higher education
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |