LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Publisher: Manchester University Press
Languages: English
Types: Article
Subjects:
This paper discusses the emergence of aspiration as a keyword linked to higher education equity policy in England and Australia since 1997. Aspiration serves multiple purposes when constructed as a problematic site in which policy must intervene. For example, it can be understood as a vector for new technologies of governance that operate through the production of entrepreneurial dispositions; as a signifier for groups that have experienced upward social mobility; and as a personality trait that correlates with future earnings and thus can be defined as a dimension of human capital. It has also provided a rallying point for equity work in higher education. Focusing on English and Australian policy contexts, as well as the recent education work of the Organisation for Economic Cooperation and Development (OECD), we examine the different perspectives of a range of stakeholders on the strategy of ‘raising aspiration’ for higher education and how these have changed over time; the partnership work undertaken in the HE systems of both countries under the aegis of aspiration-raising policies; and recent policy developments in both contexts. In particular, we consider how aspiration-focused policies have affective effects on policy actors and seek to control affects directly by modulating feelings about capacities for action in the future. Two data sets provide the empirical basis for the paper: (a) document analysis of major equity policies in England since 1997 and in Australia since 2008, as well as a review of relevant OECD policy documents; and (b) analysis of nine interviews with equity practitioners and policy personnel in England, Australia, and located within the OECD.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Bowe, R., Ball, S.J., & Gold, A. (1992). Reforming education and changing schools: Case studies in policy sociology. London: Routledge.
    • Bowles, S, Gintis, H. and Osbourne, M. (2001). The determinants of earnings: A behavioural approach. Journal of Economic Literature, 39(4): 1137-1176.
    • Burke, P. J. (2012). The right to higher education: beyond widening participation. Abingdon, Oxon: Routledge,.
    • Commonwealth of Australia (2008). Review of Australian Higher Education: Final Report. Canberra: Commonwealth of Australia. Retrieved 21 June 2010, from http://www.deewr.gov.au/HigherEducation/Review/Documents/PDF/Higher%20Education% 20Review_one%20document_02.pdf
    • Deleuze, G. (1988). Spinoza: Practical Philosphophy. San Francisco: City Lights Books.
    • Department for Education and Skills (2006). Widening participation in higher education. Retrieved January 27 2010, from http://www.dcsf.gov.uk/hegateway/uploads/6820-DfESWideningParticipation2.pdf
    • Department for Education and Skills (2003). Widening participation in higher education. Retrieved September 16 2009, from http://www.dcsf.gov.uk/hegateway/uploads/EWParticipation.pdf
    • Feher, M. (2009). Self-Appreciation; or, The Aspirations of Human Capital. Public Culture, 21(1), 21- 41.
    • Gatens, M. and Lloyd, G. (1999). Collective imaginings: Spinoza, past and present. London and New York: Routledge.
    • Goot, M. & Watson, I. (2007). Are 'aspirationals' different? In D. Denemark, G. Meagher, S. Wilson, M. Western & T. Phillips (Eds), Australian social attitudes 2: Citizenship, work and aspirations (pp. 217-240).
    • Protevi, J. (2009). Political affect: Connecting the social and the somatic. Minneapolis and London: University of Minnesota Press.
    • Raco, M. (2009). From expectations to aspirations: State modernisation, urban policy, and the existential politics of welfare in the UK. Political Geography, 28(7), 436-444.
    • Rose, N. (1999). Powers of Freedom: Reframing Political Thought. Cambridge: Cambridge University Press.
    • Santiago, P., Tremblay, K., Basri, E. and Arnal, E. (2008). Tertiary education for the knowledge society: Volumes 1 and 2. Paris: OECD Publishing.
    • Sellar, S., Gale, T. & Parker, S. (2011) Appreciating aspiration in Australian higher education. Cambridge Journal of Education, 41(1), pp. 37-52.
    • Skeggs, B. and Wood, H. (2012). Reacting to reality television: performance, audience and value. Abingdon, Oxon and New York: Routledge.
    • Taylor, S., Rizvi, F., Lingard, B. and Henry, M. (1997). Educational policy and the politics of change. London and New York: Routledge.
    • Vinson, T. (2007). Dropping of the edge: The distribution of disadvantage in Australia. Richmond, Vic.: Jesuit Social Services.
    • Webb, P.T. & Gulson, K. (2012). Policy prolepsis in education: Encounters, becomings, and phantasms. Discourse: Studies in the Cultural Politics of Education, 33:1, 87-99.
    • Williams, R. (1976). Keywords: A vocabulary of culture and society. New York: Oxford University Press.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article