Learners, Learning, Learned: Class, Higher Education, and Autobiographical Essays from Working-Class Academics

Autor/inn/en	Brook, Heather; Michell, Dee
Titel	Learners, Learning, Learned: Class, Higher Education, and Autobiographical Essays from Working-Class Academics
Quelle	In: Journal of Higher Education Policy and Management, 34 (2012) 6, S.587-599 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2012.716021
Schlagwörter	Higher Education; Working Class; Biographies; Expectation; Socioeconomic Status; Correlation; College Faculty; Self Concept; Educational Policy; Marketing; College Admission; Knowledge Level; Social Class; Enrollment; College Attendance + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeiterklasse; Biography; Biografie; Biographie; Expectancy; Erwartung; Socio-economic status; Sozioökonomischer Status; Korrelation; Fakultät; Selbstkonzept; Politics of education; Bildungspolitik; Hochschulzugang; Hochschulzulassung; Zulassung; Wissensbasis; Social classes; Soziale Klasse; Einschulung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10