Precarious education and the university: Navigating the silenced borders of participation

V. Harwood, S. O’Shea, Jonnell Uptin, N. Humphry, L. Kervin
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引用次数: 6

Abstract

Access to and participation in university education is a key equity issue, with increased efforts to widen the participation of secondary school-aged students from low socio-economic status (LSES) backgrounds in many countries worldwide. In Australia, programmes aimed at widening university participation generally target LSES children and young people engaged in schooling. Access to such programmes thus demands a connection to schooling, yet not all school-age young people have such connections: they may experience what we term 'precarious' relationships to education. Without school connections, young people with precarious relationships to education have extremely limited opportunities to engage (or to imagine engaging) in higher education. This paper considers this issue from the perspectives of young people who have precarious relationships with school education. Drawing on qualitative research investigating disadvantage and university education, the paper reports on how the imagination of university education, which might be argued to be a 'silenced' border of social inclusion, is described by young people with precarious relationships to education. Drawing on Judith Butler's book Precarious Life (2004), the paper puts forward the argument that the precariousness of education is relational and that universities thus have a moral responsibility to recognize and respond to the educational precariousness of the Other.
不稳定的教育与大学:探索参与的沉默边界
获得和参与大学教育是一个关键的公平问题,世界上许多国家正在加大努力,扩大来自低社会经济地位(LSES)背景的中学适龄学生的参与。在澳大利亚,旨在扩大大学参与率的方案一般针对LSES儿童和在校青年。因此,参加这些项目需要与学校教育有联系,但并非所有学龄青年都有这样的联系:他们可能会经历我们所说的与教育的“不稳定”关系。没有学校的联系,与教育关系不稳定的年轻人参与(或想象参与)高等教育的机会极其有限。本文从与学校教育关系不稳定的年轻人的角度来考虑这个问题。利用调查劣势和大学教育的定性研究,本文报告了大学教育的想象力,这可能被认为是社会包容的“沉默”边界,是如何被与教育关系不稳定的年轻人描述的。根据朱迪思·巴特勒(Judith Butler)的著作《不稳定的生活》(2004),本文提出了这样的论点:教育的不稳定性是关系的,因此大学有道德责任承认并回应他者的教育不稳定性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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