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What It Means to Be Studying 'against the Grain' of Neoliberalism in a Community-Based University Programme in a 'Disadvantaged Area'

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Title: What It Means to Be Studying 'against the Grain' of Neoliberalism in a Community-Based University Programme in a 'Disadvantaged Area'
Language: English
Authors: Smyth, John, Harrison, Tim
Source: Journal of Educational Administration and History. 2015 47(2):155-173.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Neoliberalism, Disadvantaged Youth, Higher Education, Social Class, Working Class, School Community Programs, Universities, Social Mobility, Academic Aspiration, Educational Mobility, Educational Innovation, Access to Education, Case Studies, Barriers, Educational Policy, Ethnography, Interviews
Geographic Terms: Australia
DOI: 10.1080/00220620.2015.996862
ISSN: 0022-0620
Abstract: Australia is indicative of a country that is deeply confused and conflicted around a policy discourse of inclusion that is sutured within an existential context heavily committed to the tenets of neoliberalism. Nowhere is this more evident than in the case of higher education, in which the proportion of young people from backgrounds of "disadvantage" has remained implacably stuck at around 15% for several decades. The research from which this paper comes is an innovative community-based university-provided programme for young people for whom university education was never a realistic possibility--because of family histories, interruption to their lives, of having undertaken forms of secondary education that prevented them from gaining university entrance qualification, or who had terminated their education before completing the secondary years of schooling. This paper explores the story of one young person in his first year in a university programme, as he struggled with obstacles and impediments of a higher education system and set of neoliberal policy discourses that remain deeply sceptical and antagonistic to his trajectory.
Abstractor: As Provided
Number of References: 50
Entry Date: 2015
Accession Number: EJ1055920
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: Australia is indicative of a country that is deeply confused and conflicted around a policy discourse of inclusion that is sutured within an existential context heavily committed to the tenets of neoliberalism. Nowhere is this more evident than in the case of higher education, in which the proportion of young people from backgrounds of "disadvantage" has remained implacably stuck at around 15% for several decades. The research from which this paper comes is an innovative community-based university-provided programme for young people for whom university education was never a realistic possibility--because of family histories, interruption to their lives, of having undertaken forms of secondary education that prevented them from gaining university entrance qualification, or who had terminated their education before completing the secondary years of schooling. This paper explores the story of one young person in his first year in a university programme, as he struggled with obstacles and impediments of a higher education system and set of neoliberal policy discourses that remain deeply sceptical and antagonistic to his trajectory.
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