Democratising Higher Education in Ghana and Tanzania: Opportunity Structures and Social Inequalities

Autor/inn/en	Morley, Louise; Leach, Fiona; Lugg, Rosemary
Titel	Democratising Higher Education in Ghana and Tanzania: Opportunity Structures and Social Inequalities
Quelle	In: International Journal of Educational Development, 29 (2009) 1, S.56-64 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2008.05.001
Schlagwörter	Higher Education; Private Colleges; Statistical Data; Biographies; Foreign Countries; Democratic Values; Social Justice; Developing Nations; Educational Policy; Economic Development; Interviews; Socioeconomic Status; Gender Issues; Equal Education; Access to Education; Public Colleges; College Students; Ghana; Tanzania + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Privathochschule; Biography; Biografie; Biographie; Ausland; Soziale Gerechtigkeit; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspolitik; Wirtschaftsentwicklung; Interviewing; Interviewtechnik; Socio-economic status; Sozioökonomischer Status; Geschlechterfrage; Education; Access; Bildung; Zugang; Bildungszugang; Collegestudent; Tansania
Abstract	This article is based on an ESRC/DFID funded research project on Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard (http://www.sussex.ac.uk/education/wideningparticipation). There are questions about whether widening participation in higher education is a force for democratisation or differentiation. While participation rates are increasing globally, there has been scant research or socio-cultural theorisation of how different structures of inequality intersect in the developing world. Questions also need to be posed about how higher education relates to policy discourses of poverty reduction and the Millennium Development Goals. The article explores participation in higher education, utilising statistical data and life history interviews with students in two public and two private universities. It focuses on how gender and socio-economic status intersect and constrain or facilitate participation in higher education. Findings to date suggest that opportunity structures reflect social inequalities. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10