Working towards equity of access to higher education remains a fundamental issue of social justice. Despite substantial efforts to redress historical exclusions via a wealth of government and institutional policies, longstanding enrolment patterns persist and new forms of inequality have emerged in a deeply stratified system. Community Matters: The Complex Links Between Community and Young People's Aspirations for Higher Education offers a new lens on equity of access. The policy focus, nationally and globally, on widening participation for under-represented target groups too readily treats such groups as if they have a singular voice, a singular history, and a singular set of concerns. Drawing on the perspectives of Australian school students, their parents/carers, teachers, and a vast array of residents from seven diverse communities, this book uses the lens of 'community' to reframe inequitable access. It does so by recognising the complex social and cultural forces at play locally that shape how young people form and articulate their post-school futures. In light of unprecedented challenges facing the higher education sector, this book interrogates dominant understandings of 'widening participation' and 'aspiration,' and offers timely insights about the broader economic, social, and cultural backdrop of aspiration formation. It is a valuable resource for academics and students interested in the sociology of higher education and for practitioners working at the forefront of equity policy and practice.

Working towards equity of access to higher education remains a fundamental issue of social justice. Despite substantial efforts to redress historical exclusions via a wealth of government and institutional policies, longstanding enrolment patterns persist and new forms of inequality have emerged in a deeply stratified system. Community Matters: The Complex Links Between Community and Young People's Aspirations for Higher Education offers a new lens on equity of access. The policy focus, nationally and globally, on widening participation for under-represented target groups too readily treats such groups as if they have a singular voice, a singular history, and a singular set of concerns. Drawing on the perspectives of Australian school students, their parents/carers, teachers, and a vast array of residents from seven diverse communities, this book uses the lens of 'community' to reframe inequitable access. It does so by recognising the complex social and cultural forces at play locally that shape how young people form and articulate their post-school futures. In light of unprecedented challenges facing the higher education sector, this book interrogates dominant understandings of 'widening participation' and 'aspiration,' and offers timely insights about the broader economic, social, and cultural backdrop of aspiration formation. It is a valuable resource for academics and students interested in the sociology of higher education and for practitioners working at the forefront of equity policy and practice.

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1992. Routledge is an imprint of Taylor and Francis, an informa company.

The debate between critical pedagogy and feminist pedagogy is perhaps the fiercest within educational theory. Despite sharing much theoretical ground, each approach claims to be the exclusive alternative educational discourse.
The Struggle for Pedagogies shows how this struggle for a dominant approach came about. Jennifer M. Gore examines both sides of the argument, using the work of Michel Foucault amongst others to provide her own theoretical framework. She argues that preoccupation with claims of the theoretical victory has led to the failure of both approaches to be taken seriously by the real educational world. The author concludes by using her own analysis to detach both approaches from the problems that have marginalized them within educational theory and to offer some practical and strategic directions out of the impasse.

Men and women come into the classroom with radically different expectations and take away from it radically different experiences. Men are inclined to see the classroom as an open forum for their views, whereas women often find themselves marginalised in the education process.
Feminisms and Critical Pedagogy centres around the theoretical effort to construct a feminist pedagogy which will democratize gender relations in the classroom. It emphasises the themes of voice, representation and empowerment and discusses practical efforts to implement a truly feminist pedagogy that simultaneously makes men conscious of their positions of power and privilege in education. The book concludes with personal reflections from its distinguished contributors on their own struggles for equality within the academy.