View in EDS PDF Full Text

Discursive Constructions of Equity in Australian Higher Education: Imagined Worlds and the Case of People Seeking Asylum

Saved in:
Bibliographic Details
Title: Discursive Constructions of Equity in Australian Higher Education: Imagined Worlds and the Case of People Seeking Asylum
Language: English
Authors: Baker, Sally, Field, Rebecca, Burke, Rachel, Hartley, Lisa, Fleay, Caroline
Source: British Educational Research Journal. Aug 2021 47(4):836-854.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2021
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Refugees, Higher Education, Equal Education, Public Colleges, At Risk Students, Access to Education, Educational Practices
Geographic Terms: Australia
DOI: 10.1002/berj.3691
ISSN: 0141-1926
Abstract: There is a strong rationale for people seeking asylum and refugees given temporary protection to be key beneficiaries of Australian higher education equity practices. However, despite the extreme precarity they face, this group remains among the most educationally disadvantaged populations in Australia. Here, we use critical discourse analysis to examine the publicly available statements of 38 Australian universities to identify discursive representations of equity practices and connections, with our analytic gaze focused through the lens of people seeking asylum. Using a three-part analytic heuristic examining 'statements', 'practices' and 'connections', we offer a critical discourse analysis of how each public university expresses its commitment to the equity agenda in powerful stakeholder-facing documents--such as annual reports, strategic plans and media releases--and we compare this analysis against institutional stated practices with regard to people seeking asylum. In identifying misalignments between equity statements and stated practices, we suggest that institutional equity narratives articulate 'imagined worlds', in which all marginalised groups can access higher education. We argue that now is the time to move beyond these 'imagined worlds', to enact stated commitments to universal education, by instituting real and effective practices to facilitate equitable access to Australian higher education for people seeking asylum.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1304496
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFvMBvpbxHNlhxRQz8XuMArAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDKZcknLgs4He2tPhHQIBEICBmyCTXy4u6Yc2f0BETt24bEzlKfYAgXntyhoYkvURq0GAAH8oGdCuSmgrxK9WW8jD5CjmD-OMzDZO2T6BS84lPsTNq3bRWpL4Pvl8m07Vek8u2GczQviu6cCrXYGZdN1rq9N25MbwfPB5RV5vbdnm35pfSiIsh3i_aP5Pbnlekkl59lJ8x-kqJq4Cfz0fdAItX1uIh-7X6f1crTTM
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1304496
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Discursive Constructions of Equity in Australian Higher Education: Imagined Worlds and the Case of People Seeking Asylum
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Baker%2C+Sally%22">Baker, Sally</searchLink><br /><searchLink fieldCode="AR" term="%22Field%2C+Rebecca%22">Field, Rebecca</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Rachel%22">Burke, Rachel</searchLink><br /><searchLink fieldCode="AR" term="%22Hartley%2C+Lisa%22">Hartley, Lisa</searchLink><br /><searchLink fieldCode="AR" term="%22Fleay%2C+Caroline%22">Fleay, Caroline</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Educational+Research+Journal%22"><i>British Educational Research Journal</i></searchLink>. Aug 2021 47(4):836-854.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/berj.3691
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-1926
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There is a strong rationale for people seeking asylum and refugees given temporary protection to be key beneficiaries of Australian higher education equity practices. However, despite the extreme precarity they face, this group remains among the most educationally disadvantaged populations in Australia. Here, we use critical discourse analysis to examine the publicly available statements of 38 Australian universities to identify discursive representations of equity practices and connections, with our analytic gaze focused through the lens of people seeking asylum. Using a three-part analytic heuristic examining 'statements', 'practices' and 'connections', we offer a critical discourse analysis of how each public university expresses its commitment to the equity agenda in powerful stakeholder-facing documents--such as annual reports, strategic plans and media releases--and we compare this analysis against institutional stated practices with regard to people seeking asylum. In identifying misalignments between equity statements and stated practices, we suggest that institutional equity narratives articulate 'imagined worlds', in which all marginalised groups can access higher education. We argue that now is the time to move beyond these 'imagined worlds', to enact stated commitments to universal education, by instituting real and effective practices to facilitate equitable access to Australian higher education for people seeking asylum.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1304496
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1304496
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/berj.3691
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 836
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Discursive Constructions of Equity in Australian Higher Education: Imagined Worlds and the Case of People Seeking Asylum
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Baker, Sally
      – PersonEntity:
          Name:
            NameFull: Field, Rebecca
      – PersonEntity:
          Name:
            NameFull: Burke, Rachel
      – PersonEntity:
          Name:
            NameFull: Hartley, Lisa
      – PersonEntity:
          Name:
            NameFull: Fleay, Caroline
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 0141-1926
          Numbering:
            – Type: volume
              Value: 47
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: British Educational Research Journal
              Type: main
ResultId 1