Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/75513
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Type: Journal article
Title: Learners, learning, learned: Class, higher education, and autobiographical essays from working-class academics
Author: Brook, H.
Michell, D.
Citation: Journal of Higher Education Policy and Management, 2012; 34(6):587-599
Publisher: Carfax Publishing Ltd.
Issue Date: 2012
ISSN: 1360-080X
1469-9508
Statement of
Responsibility: 
Heather Brook and Dee Michell
Abstract: In this article, we argue that the expectations, experience, and identities of academics may be just as crucial to improving the participation of students from low socio-economic status (SES) as higher education policies, admissions and marketing activities, but are routinely ignored. In particular, we observe that highly relevant, well-informed, and readily accessible accounts offered by academics from working-class backgrounds are not credited with the attention they deserve. This gap, or silence, signals a complex and poorly-understood relationship between education, knowledge and class. We assert that without addressing and better understanding this relationship, the situation is unlikely to improve, and the enrolment share of low SES students will remain shamefully low.
Keywords: academic autobiography; low socio-economic status; social class; working class academics
Rights: © 2012 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management
RMID: 0020123215
DOI: 10.1080/1360080X.2012.716021
Appears in Collections:Gender Studies and Social Analysis publications

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