Scottish Higher Education and Social Justice: Tensions between Data and Discourse

Autor/in	Riddell, Sheila
Titel	Scottish Higher Education and Social Justice: Tensions between Data and Discourse
Quelle	In: Scottish Educational Review, 48 (2016) 1, S.13-29 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-9072
Schlagwörter	Foreign Countries; Higher Education; Social Justice; Equal Education; Outcomes of Education; Social Differences; Educational Attainment; Resource Allocation; School Statistics; Semi Structured Interviews; Student Participation; Enrollment Rate; Student Characteristics; Institutional Characteristics; Administrator Attitudes; Access to Education; Socioeconomic Background; Educational Policy + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Gerechtigkeit; Lernleistung; Schulerfolg; Sozialer Unterschied; Bildungsabschluss; Bildungsgut; Ressourcenallokation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Education; Access; Bildung; Zugang; Bildungszugang; Sozioökonomische Lage; Politics of education; Bildungspolitik
Abstract	This paper considers the extent to which higher education in Scotland may be seen as a socially just system. The paper begins with a discussion of recent literature on the nature of social justice, drawing on the writing of Fraser (2005), Phillips (2004) and Sen (1992). Phillips' argument that social justice must be understood in terms of equality of group outcomes, and not just equality of opportunity, is noted. Administrative data are used to explore social differences in higher education participation rates, which are linked to social differences in school attainment. The social priorities implicit in the allocation of the education budget by sector are discussed. The paper then explores policy makers' understanding of fairness and their views of Scottish Government policy. Key informants in the most selective institutions were strongly supportive of universal free tuition, whilst those in colleges and post-92 universities were more critical, suggesting that budgetary priorities should be reviewed in order to channel more funds to schools and colleges. The paper concludes by suggesting that there is a need for a more critical and nuanced debate on the type of social justice which is sought within higher education, the ways in which progress should be measured and the initiatives which are likely to foster a more socially just system of higher education in Scotland. (As Provided).
Anmerkungen	Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: ser@stir.ac.uk; Website: http://www.scotedreview.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01