Unpacking 'Disadvantage' and 'Potential' in the Context of Fair Access Policies in England

Autor/in	Gazeley, Louise
Titel	Unpacking 'Disadvantage' and 'Potential' in the Context of Fair Access Policies in England
Quelle	In: Educational Review, 71 (2019) 6, S.673-690 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gazeley, Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2018.1469468
Schlagwörter	Foreign Countries; Equal Education; Access to Education; Higher Education; Educational Policy; Policy Formation; Decision Making; Admission Criteria; First Generation College Students; Low Income Students; Disadvantaged; Definitions; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Politische Betätigung; Decision-making; Entscheidungsfindung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Begriffsbestimmung
Abstract	Policy makers internationally are increasingly preoccupied with the need for education systems to be developed in ways that mitigate unfairness. What is more contestable is what might need to change. In England this emphasis has informed the development of fair access policies that aim to improve the representation of 'disadvantaged' young people of high 'potential' at high status universities. Drawing on research conducted at the inception of one fair access intervention, this paper provides original insights into a process of policy translation that requires multiple encodings and decodings of two constructs that defy ready definition, with their intersection being a particular point of difficulty. Behind the apparent objectivity of commonly used selection criteria sits a process of situated decision-making that incorporates not only the particularities of institutional context and the understandings of key actors, but also macro level pressures that reinforce the need for changes in understandings of fairness at the top. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01