Access and Participation in Irish Higher Education by Ted Fleming, Andrew Loxley, Fergal Finnegan

By Ted Fleming, Andrew Loxley, Fergal Finnegan

This ebook explores the entry and participation matters current inside of larger schooling in eire. It examines coverage, pedagogy and practices relating to widening participation and files the growth and demanding situations encountered in furthering the ‘access schedule’ during the last twenty years. entry has develop into an essential component of the way greater schooling is aware itself and the way it explains the worth of what it does for society as an entire. bettering entry to schooling strengthens social solidarity, lessens inequality, promises the longer term power of tertiary associations and guarantees fiscal competitiveness and adaptability within the period of the “Knowledge established Economy”. delivering a coherent, serious account of modern advancements in Irish greater schooling and the consequences for Irish society as an entire, this ebook is vital for these concerned either in studying the sphere and in larger schooling itself. 

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Semi-skilled G. Unskilled H. Own account workers I. Farmers J. 0 Source: Clancy (1982, 1988) Clancy and Wall (2000), O’Connell et al. (2006). groups who had traditionally “availed of the facilities”, rather than a widening; that is, drawing in of those who had not (HEA 2006; McCoy and Smyth 2011; McCoy et al. 2010; Loxley and Kearns 2012). However, the problematic “who” in this context was mostly framed by policy makers in terms of the “equity groups”. NAMING AND PARTS: WHAT IS ACCESS EXACTLY HOW WIDE IS IT?

Rather than enlarge the moral imagination and critical capacities of students, too many universities are now encouraged to produce modes of education that promote a “technically trained docility” (Nussbaum 2010, p. 142). Increasingly pedagogy is in danger of becoming a mechanistic enterprise disconnected from understanding teaching as a moral and intellectual practice central to the creation of critical and engaged citizens. Though HE was probably never an idealised democratic and open experience or even truly liberal, the current pressure for change appears to be of a different order of intensity to any that has previously been attempted.

In this scheme, interpersonal relations, the markets, work and democratic relations provide the social conditions needed to improve social and living conditions (Honneth 2014, p. 274). A new vision of HE would involve supporting through tuition, seminars, its entire pedagogy and indeed management a new collaborative environment that supports and teaches and indeed learns how to be democratic in this way and support emancipation (Fleming, in print). The critical role of education is to work in solidarity with workers and citizens to insert democratic imperatives into the system world.

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