Social Inclusion In Higher Education Research Articles

Realities on Participation of Scheduled Caste in India: The Benefits of Social Inclusion in Higher Education through Social Work Interventions

Abstract Education plays a crucial role in empowering individuals and building a society that is driven by knowledge. In India, higher education focuses on instilling values, attitudes and skills in students for their personal growth and the betterment of society. The core principles of higher education in India revolve around social justice, equality, democratic participation and equity. However, despite the constitutional promise of equality and social justice, the Indian social structure still adheres to the Caste system. This leads to social exclusion and creates a significant gap in access to quality education for marginalised groups, particularly the Scheduled Castes (SCs). This article examines the participation trends of SC students in higher education, highlighting the challenges within the education system and policies. It emphasises the need for inclusive education to empower SC students and uphold the principles enshrined in the Indian Constitution. Moreover underscores the value of social work intervention in encouraging the active involvement of SCs in higher education.

Equity and Social Inclusion in Higher Education: The Funding Dilemma in Public Universities in Kenya

Equity and social inclusion in education are core to the Sustainable Development Goal (SDG) 4. This goal recognizes that education is a human right that should be accessible to all, irrespective of socioeconomic status. Universities are uniquely placed to contribute to the 2030 Sustainable Development Agenda by guaranteeing inclusive and equitable education. As citadels of research, knowledge production, and innovation, these institutions are rationally obligated to steer the 2030 Agenda. Indeed, the growth of university education has contributed enormously to Kenya's economic development. Yet, to continue contributing to inclusive and equitable education, universities require finances to reorient, repurpose and refocus. Unfortunately, public universities in Kenya are presently experiencing challenges that threaten their contribution to sustainable development through SDG 4. Therefore, this paper sought to enquire whether funding is a dilemma to universities achievement of equity and social inclusion goals. Besides, the paper considered strategies to address access, quality, and management barriers to inclusive and equitable education in higher education. The paper used the argumentative approach to conclude that inclusive and equitable education in higher education is at the most risk due to the diminishing funding of public universities and the unilateral push by the International Monetary Fund (IMF) to overhaul some of these public universities. However, these institutions have the capacity to conduct research towards viable programs. Since funding does not appear as a dilemma to achieving equity and social inclusion in these institutions, this study recommends that the government should rethink the funding strategy in public universities by looking at other strategies like financial exposure awareness, development of principles, and change preparedness in order to enhance these institutions' potential to achieve SDG 4.

Impact of education digitalization and TIC in promoting social inclusion in universities

This research aims to examine how using digital tools and Technologies, Information, and communication (TIC) in higher education can help advance the goal of social inclusion. This study uses a qualitative and quantitative methodology to help in providing adequate results. The study also conducted descriptive analysis and cluster group effect to determine the relationship between the respondents in this study. This study surveyed 179 undergraduates at Peru's University of Lima and some of the data collected includes age, education level, and gender. As shown in the result, cluster 1 (chi-sqr = 29.78; p .001,max = 5.1), Cluster 2 (chi-sqr.= 99.6; p .001), and Cluster 3 (chi-sqr.= 13.1; p =.001). From the results, incorporating TIC into the classroom can have far-reaching effects on fostering social inclusion in higher education. However, several factors affect the extent to which digitization promotes social inclusion, such as the quality of the digital infrastructure, the digital competence of students and teachers, and the educational method is taken.

Žene kao netradicionalni studenti u visokom obrazovanju u Nemačkoj i u Indiji

Over the past decades, the number of non-traditional students attending higher education has grown worldwide. Governments and institutions encourage underrepresented students to enroll, often with two main goals: to boost national economic competitiveness and to enhance social inclusion in higher education for traditionally excluded groups, like older students. There is neither a policy nor academic consensus on what constitutes a mature student (O'Shea & Stone, 2011). In this study, we define mature women students as being 21 years or older when starting a bachelor's degree. The analysis of seven interviews conducted in Germany and India compares their sociodemographic profiles, their motivation for university study, the barriers they had to overcome, and the mechanisms of support they could count on, following the comparative method developed by Egetenmeyer (2012). The results show how structural conditions can facilitate or hinder mature women's access to and persistence in higher education.

Public policy for social inclusion in higher education and extension practices with ethnic groups

RESUMO Objetivos: relatar a experiência sobre operacionalização de projeto de extensão universitária com e para formação de estudantes de ações afirmativas. Métodos: relato de experiência com abordagem descritiva sobre operacionalização de projeto de extensão universitária para formação de estudantes de ações afirmativas, entre 2020 e 2021, com base na estratégia de aprendizagem blended-learning e na Teoria da Atividade. Resultados: foram realizadas 103 atividades, incluindo ações para desenvolvimento de produtos, manutenções de mídias e estudo direcionado de temas. Envolveram 13 estudantes de duas instituições, duas lideranças de grupos étnicos e oito instrutores. Considerações Finais: as relações colaborativas proporcionaram trocas de saberes sobre políticas públicas de saúde, tecnologias educativas e mídias sociais, diminuindo os déficits sobre uso de recursos tecnológicos e aplicação na educação em saúde. As atividades promoveram o protagonismo de estudantes oriundos de ação afirmativa, de modo representativo, a partir de suas vivências e necessidades, sendo potencial para formação equânime.

Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging

This practice-oriented article considers two questions: What does higher education research tell us about student conceptions and experiences with inclusivity? What are the implications of this research for academic writing classrooms and curricula? I first review key themes and findings from research on the nature of social inclusion in higher education, including interviews conducted with undergraduates at my institution. I then consider how academic writing scholars have (and have not) taken up the concept of inclusivity within our policies, curricula, and instruction. Finally, I identify four areas we can focus on as a way to deepen our commitment to inclusive pedagogy: building community, inviting lived experience, preparing students for discomfort, and talking openly about equity. I conclude with examples of how I am working toward those goals in my own teaching practice.

Affirmative action policy: Inclusion, exclusion, and the global public good

Social inclusion policy in higher education—also referenced as affirmative action, reservations, schedules, or antidiscrimination—has been used widely to promote equity and access for minority and historically discriminated subgroups who wish to participate in tertiary education. Inclusion is often protected de jure through a country’s constitution. Even so, the effects of the legislation vary according to the context within which it was instituted. This article offers a comparative review of the historical and legal evolution of social inclusion in higher education in Brazil, India, South Africa, and the United States and the educational outcomes created by systems of social inclusion around the world. The development and impacts of these policies are discussed within the frameworks of social inclusion and critical legal studies to suggest that social inclusion policy links higher education to its place.

Enhancing Social Inclusion in Higher Education through Open Access to Digital Fabrication Laboratories

Enhancing Social Inclusion in Higher Education through Open Access to Digital Fabrication Laboratories

Higher education inclusion and its dimensions: A theoretical proposal

This article was migrated. The article was not marked as recommended. According to UNESCO in their 2009 World Conference on Higher Education the focus of future educational policies should be on improving access and equity in higher education, recognizing the importance of continuous work towards the inclusion of diversity and ensure growing opportunities for minority groups. This article presents a theoretical and empirical review of educational and social inclusion in Higher Education. It defines and analyzes five dimensions which have been the most commonly studied in tertiary education institutions as they represent the minority groups which are mostly observed in educational settings, as described by literature. The dimensions included are sex-gender, ethnic minorities, religion, disability and vulnerability, whilst taking into consideration how these dimensions interact and influence the educational experiences of students in Tertiary Education. It reviews research done on policies, access and experiences of inclusion and discrimination of these dimensions, and the importance of having diverse groups of students in the classroom.

Ampliando la participación de las poblaciones indígenas en la educación superior mexicana: resultados, desafíos y perspectivas

The purpose of this essay is to provide an overview and discuss the results and current situation of the principal programmes and actions taken in Mexico in the last sixteen years to foster social inclusion in higher education, with particular reference to the situation of the indigenous population and some observations on the postgraduate level. I contend that despite a wide range of problems that affect each of such programmes, taken together these actions have laid the groundwork for better informed and effective responses for the next phases of development of similar programmes. The first part of the article addresses the relevance of the subject and our current understanding of it; the second section illustrates the lack of access of the indigenous population to higher education and summarizes the principal programmes and actions that have so far been taken to deal with this situation; the third and final part discusses the progress that has been made and reflects on some important challenges for the years ahead.

Developing Inclusive Technical Capital beyond the Disabled Students’ Allowance in England

The Disabled Students Allowance (DSA) is a government grant for students aged 18 years and over in English Higher Education. Amongst other things, this grant supports the provision of traditional assistive technologies. In April 2014, the UK’s Minister for Universities, Science and Cities proposed cuts to the DSA. Although a later announcement delayed these cuts until the academic year 2016−2017, a number of universities are already preparing alternative means to support disabled students. In this article, it is argued that cuts to the DSA will potentially reduce the cultural and technical capitals of students with disabilities and lessen social inclusion in Higher Education. In particular, less support will potentially lead to a reduction in the development of study skills. As a counter weight, this article proposes a new model of inclusive technical capital. This model originates in Bourdieu’s theory of cultural capital and habitus. The proposed model supports the use of native apps and settings in ubiquitous mainstream mobile technologies. It also espouses the use of m-learning for the passive inclusion of students with disabilities. This article also presents the early results of a project on the use of mobile technologies at the London School of Economics and Canterbury Christ Church University. This project found that students with disabilities and their lecturers already used mobile technologies alongside or instead of customized traditional assistive technologies. The project also found that students preferred not to attend, or found it difficult to attend, separate study skills courses using mobile technologies. However, they were more likely to access m-learning tutorial materials on Learning Management Systems. The study concludes that mobile technologies have the potential to develop a number of study skills that are at risk after cuts to the DSA. However, their use in this regard needs further research and support from universities.

A scholarship of social inclusion in higher education: why we need it and what it should look like

Even though we're only a few kilometres away from Sydney University, our students had never been there and it was all very foreign to them.(Teacher, Inner Sydney, 2010)Universities in Australia hav...

Just imaginary: delimiting social inclusion in higher education

This paper explores the notion of a ‘just imaginary’ for social inclusion in higher education. It responds to the current strategy of OECD nations to expand higher education and increase graduate numbers, as a way of securing a competitive advantage in the global knowledge economy. The Australian higher education system provides the case for analysis. Three dilemmas for social inclusion policy in this context are identified: questions of sustainability, aspiration and opportunity. The paper argues that while social inclusion policy has ‘first-order’ effects in higher education, a just imaginary is required for more inclusive ‘second-order’ effects to be realized. It concludes that transformation of the current imaginary will require a more robust theorization of relations between social inclusion and higher education, to give new and unifying meaning to existing practices and to generate new ones. Short of this, social inclusion may be little more than just imaginary.

From Access to Success: An Integrated Approach to Quality Higher Education Informed by Social Inclusion Theory and Practice

Equitable access, success and quality in higher education are examined from a variety of ideological perspectives. Quality is positioned as a complex generic concept while access and success are identified as key concepts in the social inclusion domain, supplemented by the concept of participation. The topic is approached through an integrative analysis of the theory and practice literature on social inclusion in higher education. After contextualising current higher education within economic globalisation, the notion of quality is uncoupled from the necessity of a neoliberal framing allowing broader interpretations arising from more inclusive ideologies. Access, participation and success are shown to represent degrees of social inclusion underpinned by a nested spectrum of ideologies — neoliberalism, social justice and human potential, respectively — with human potential ideology offering the most embracing perspective. Australian higher education is foregrounded, yet contextualised within European historical precedents and contemporary global issues.