Capability, belonging and equity in Higher Education: Developing Inclusive approaches
 
 

Capability, belonging and equity in Higher Education: Developing Inclusive approaches


Year: 2016
Authors: Burke J, Bennett A, Burgess C, Gray K & Southgate E
Publisher: The University of Newcastle
Link: https://www.ncsehe.edu.au/wp-content/uploads/2016/03/Capability-Belonging-and-Equity-in-Higher-Education-Developing-Inclusive-Approaches.pdf
Keywords:
Student equity in higher education is framed by constructions of capability that imply that intelligence, potential and ability is innate. The assumption that underpins many national widening participation agendas, namely that all students with the potential to benefit from higher education should have fair access to higher education regardless of social background, is problematic (Archer & Leathwood 2003). The problem rests in the suggestion that ‘potential’ to benefit from higher education is an attribute that can be straightforwardly identified in order to ensure fair access. It also implies that potential to benefit from higher education is about natural talent, ability and/ or intelligence and is detached from social, cultural and educational dis/advantage and inequalities (Morley & Lugg 2009, p. 41).
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