Equity and Social Justice for Whom and by Whom in Contemporary Swedish Higher and Adult Education

Autor/inn/en	Bagga-Gupta, Sangeeta; Messina Dahlberg, Giulia; Vigmo, Sylvi
Titel	Equity and Social Justice for Whom and by Whom in Contemporary Swedish Higher and Adult Education
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 13 (2020) 3, S.82-110 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bagga-Gupta, Sangeeta) ORCID (Messina Dahlberg, Giulia) ORCID (Vigmo, Sylvi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
Schlagwörter	Social Justice; Equal Education; Folk Schools; Universities; Web Sites; Foreign Countries; Democracy; Access to Education; Secondary Education; Postsecondary Education; Educational Policy; Academic Support Services; Case Studies; Inclusion; Immigrants; Students with Disabilities; Ethnicity; Educational History; Federal Legislation; Educational Legislation; Adult Education; Sweden + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; University; Universität; Web-Design; Ausland; Demokratie; Education; Access; Bildung; Zugang; Bildungszugang; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Inklusion; Immigrant; Immigrantin; Immigranten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ethnizität; History of education; Bildungsgeschichte; Bundesrecht; Bildungsrecht; Schulgesetz; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Schweden
Abstract	This article focuses on the Swedish context of upper and post-upper secondary education provided in two sectors, universities and the Swedish Folk High School. The article is centred on the analysis of the support services offered by fifty-five university and Swedish Folk High School institutional websites to individuals and groups designated as being 'peripheral'. Taking as a point of departure a 'practiced policies' theoretical position, the study focuses on the 'situated nature' of institutional policies, that is, how policies become operationalised in local institutional contexts. Of interest is the nature of expectations placed on participants in the provision of support, and the ways in which different target groups are conceptualised and categorised. The findings of this national scale mapping, that build on two ongoing projects concerning equity and social justice, are discussed in terms of fundamental dimensions of democracy that shape students' opportunities to access upper and post-upper secondary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01