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|dc.identifier.citation||Universities in transition: Foregrounding social contexts of knowledge in the first year experience, 2014 / Brook, H., Fergie, D., Maeorg, M., Michell, D. (ed./s), Ch.3, pp.77-96||en|
|dc.description.abstract||In this chapter we introduce the term 'classism' into the higher education debate in Australia. By 'classism' we mean the tendency to construct people from low socioeconomic status (SES) backgrounds as inherently deficient according to prevailing normative values. Using an analysis of the Bradley Review, we show that low SES students are constructed as inherently lacking in aspirations in current policy discourse and are regarded as 'needier' higher education students in comparison with their higher SES peers. This construction, we argue, is an example of classism, and therefore we suggest that adding 'classism' to existing understandings of disadvantage will help to raise awareness of discrimination as well as formulate best practice in higher education.||en|
|dc.description.statementofresponsibility||Angelique Bletsas and Dee Michell||en|
|dc.publisher||University of Adelaide Press||en|
|dc.rights||© 2014 The Contributors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.||en|
|dc.title||Classism on campus? Exploring and extending understanding of social class in the contemporary higher education debate||en|
|pubs.library.collection||Gender Studies and Social Analysis publications||en|
|dc.identifier.orcid||Michell, D. [0000-0002-4243-4806]||en|
|Appears in Collections:||Gender Studies and Social Analysis publications|
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