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Professor Penny Jane Burke

Director, Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity

Centre of Excellence for Equity in Higher Ed.

Subtle processes of exclusion and marginalization

Image of Penny Jane Burke

Equity is not only about lifting concrete barriers but is also about addressing historical exclusions and subtle processes in which the knowledge, experiences and cultures of some communities across the world have been marginalized and ignored, whilst others have been privileged and given prestige and status.

Equity in higher education poses serious challenges because it is bound up with long-standing and deeply entrenched historical inequalities. Our frameworks for equity must be designed with great sensitivity to the profound impact of historically embedded inequalities.

Higher education is historically a space of exclusion - who is seen as having the right to higher education is attached to constructions of potential and capability that value certain histories, knowledge and ways of being and exclude others.

THE POLITICS OF DIFFERENCE AND RECOGNITION

We often think about equity as about providing ‘fair access’ and treating everyone the same. Research foregrounds that we need to be sensitive to difference in the ways we develop both research and practice.

It is imperative to challenge deficit constructions associated with equity. Categorizations are a useful device to identify an appropriate target group for the redistribution of resources, but also contribute to the perpetuation of social divisions and hierarchies through reducing that person or group to one aspect of identity, often in ways that reinforce stigma.

Research has the capacity to shed light on and thus challenge the damaging cycles of misrecognition and misrepresentation that serve to reproduce deep-seated inequalities in and through higher education. Through such research, we can develop inclusive, reflexive and participatory methodological and pedagogical frameworks that recognize, and work with, difference.

RESEARCH INFORMED POLICY AND PRACTICE

Research uncovers that locating equity units at the peripheries of higher education, and failing to ensure that equity strategies and initiatives are institutionally embedded and research-informed, often has the unfortunate effect of reproducing inequalities.

Detaching equity from the main work of the university fails to embed a culture of inclusivity into institutional structures, practices and values.

This legacy of misrecognition shapes views of who can be a university student and restricts our imaginations about what is possible. As a result, precious resources are wasted and opportunities are missed to redistribute opportunities and life chances to those groups and communities who have been historically under-represented in higher education on multiple levels.

Building equitable higher education is imperative to all of our futures - growing inequalities pose a threat to all of us on multiple levels and higher education has a key role to play in ensuring more socially just and thus peaceful and stable societies into the future. The power of higher education is immeasurable and profound.

We need a praxis-based approach to equity that brings interdisciplinary and critical research in dialogue with policy and practice, in reciprocal, interdisciplinary and collaborative frameworks.

Professor Penny Jane Burke in the media:

Image of Penny Jane Burke

Subtle processes of exclusion and marginalization

Professor Penny Jane Burke is the Co-Director of the Centre of Excellence for Equity in Higher Education at the University of Newcastle, Australia

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Career Summary

Biography

Professor Penny Jane Burke is Global Innovation Chair of Equity and is Director of the Centre of Excellence for Equity in Higher Education at the University of Newcastle, NSW.

Her personal experience of returning to study via an Access to Higher Education (Enabling) program has deeply shaped her tenacious commitment to equity in higher education over the past 20 years. She was awarded a full-time Economic and Social Research Council (ESRC) PhD studentship from 1998-2001 to study student equity, and upon completion of her PhD (University of London), her first sole-authored book Accessing Education effectively widening participation was published in 2002 by Trentham Books.

Following this, she has generated over $2,500,000 in research funding and has published extensively in the field of equity and social justice in education. Her authored books also include Reconceptualising Lifelong Learning: Feminist Interventions (Burke and Jackson, 2007), The Right to Higher Education: Beyond widening participation (Burke, 2012) and Changing Pedagogical Spaces in Higher Education (Burke, Crozier and Misiaszek, 2017, Routledge) 

As recipient of the prestigious UK Higher Education Academy’s National Teaching Fellowship award in 2008, Professor Burke has been deeply committed to the development of high quality educational opportunities for students from under-represented backgrounds through research, practice and professional development and she has been keynote and invited speaker at numerous high profile events across the globe. 

As a global leader in the field of equity in higher education, she has been invited to contribute to volumes that bring together leading scholars in the field (e.g. Oxford Handbook of Higher Education Systems and University Management (forthcoming), Palgrave International Handbook of Higher Education Policy and Governance (2015), and Springer’s Encyclopedia of International Higher Education Systems and Institutions (2016).

Professor Burke is Editor of the Taylor & Francis international peer-reviewed journal Teaching in Higher Education. She served as a member of the Society for Research into Higher Education (SRHE) Governing Council and Publications Committee (2012- 2016), and as a member of the editorial board of Gender and Education (2010 – 2014). She was an ESRC panel member of the ‘Future of Higher Education’ steer for the ESRC Large Grant and Research Centre competition, and is an ongoing member of the ESRC Peer Review College.

Professor Burke has also held the post of Professor of Education at University of Sussex (leading Education for the Research Excellence Framework, 2013), Professor of Education at the University of Roehampton (Director of the Centre of Educational Research, in Equalities, Policy and Pedagogy) and Reader in Education at the Institute of Education, University of London (where she was Chair of the Widening Participation Committee, and Head of School, Educational Foundations and Policy Studies).


Qualifications

  • PhD, University of London
  • Bachelor of Education, College of North East London
  • Bachelor of Arts (Honours), Middlesex University
  • Master of Education, University of London

Keywords

  • access and student experience
  • community wellbeing
  • culture and agency
  • governance
  • policy
  • practice

Fields of Research

Code Description Percentage
130103 Higher Education 50
130199 Education Systems not elsewhere classified 50

Professional Experience

UON Appointment

Title Organisation / Department
Director, Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity University of Newcastle
Centre of Excellence for Equity in Higher Ed.
Australia
Director, Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity University of Newcastle
Academic Division
Australia

Invitations

Contributor

Year Title / Rationale
2007 Gender, Access and Participation in Higher Education
Invited contribution to “Three Dean Conference”, University of Melbourne.

Keynote Speaker

Year Title / Rationale
2015 Re/Imagining Higher Education Pedagogies: Gender, Emotion and Difference
International Gender and Education Association conference
2015 Trans/forming Pedagogical Spaces in Challenging Times
National Association of Enabling Educators Australia
2014 A Discussion on Access and Widening Participation
Race and Ethnicity and Higher Education, Runnymede Trust
2014 Changing Pedagogical Spaces: Difference, Diversity & Inclusion
Universities Association for Lifelong Learning annual conference
2013 Power, Politics and Pedagogic Possibilities
Revisioning the Widening Participation Agenda in Higher Education: Purpose, Policies, Pedagogies and Practice conference
2013 Examining the Im/possibilities of Widening Participation
Centre for Social & Educational Research Across the Lifecourse conference on Social Justice in Education
2012 Developing Participatory Pedagogies in Higher Education
Swedish Network for Educational Development annual conference
2012 The Right to Higher Education: Access, Participation and Gendered Subjectivities
Paulo Freire Forum Biannual Conference
2012 The Right to Higher Education Widening Participation and Equal Opportunities
Annual conference
2011 Developing Inclusive Pedagogical Practices
National Conference on Diversity and Equity
2011 Equity in HE Admissions
National Conference on Higher Education
2011 Developing Participatory Pedagogies
International Conference on Widening Participation in Higher Education
2010 Deconstructing the discourses of standards and widening participation
National Widening Participation bi-annual conference
2010 Lifelong Learning and the New Agenda for Widening Participation
University Association for Lifelong Learning conference
2009 Accessing Higher Education: Gendered Identities and Participation
International conference on postcompulsory educational pathways and transitions, AVETRA.
2008 Identity, Access and Lifelong Learning
Department of Education seminar series
2007 Lifelong Learning & Widening Participation
Conference on Understanding the Education Sector
2007 Critiques of Widening Participation Policy and Practice
2007 Researching Widening Participation
Keynote speaker and seminar leader to audience of arts lecturers on developing research on widening participation.
2007 Reconceptualising Pedagogical Practices: Issues and Challenges
Annual Learning and Teaching Symposium
2007 Social Inclusion in Higher Education, UK/India Policy Dialogue
Keynote lecture for this 3 day policy dialogue event, bringing together academics and policy-makers to discuss ways of developing strategies for widening participation in HE. I also led the working group of developing a research strategy for collaboration between India and UK on HE pedagogy.
2006 Theorising Higher Education: Critical Perspectives

Conference: Theorising Higher Education Organisations: Critical Approaches

6 day workshop on Researching Higher Education: Qualitative Approaches for the academic staff of  Instituto de Ciencias Sociales Administracion

2001 The experiences of access students
Access to Higher Education forum
2001 Access to What and For Whom’? Women's Experiences as Mature Students
One day conference bringing together colleagues working in the field of access to higher education.
1998 Celebrating Adult Learning National Adult Learner's Week
Made the welcoming address and held workshops as guest of honour
1997 Access… Is It Really Working?

Participant

Year Title / Rationale
2007 Saudi Arabian Higher Education

Speaker

Year Title / Rationale
2016 Teaching Inclusively: changing pedagogical spaces
Teaching and Learning conference 2016
2015 Access and Widening Participation in Higher Education
Society of Research in Higher Education 50th Anniversary Colloquium
2014 Teaching Inclusively: Changing Pedagogical Spaces
Teaching and Learning conference
2014 Exploring Social Context in Educational Research
Postgraduate Conference
2014 Transforming Pedagogical Spaces: Knowledge, Becoming and Belonging
European Conference on Education
2014 The Right to Higher Education: Reconceptualising Widening Participation
2014 Education and Social Mobility: Dreams of Success
Book launch Kate Hoskins and Bernard Barker
2013 The Right to Higher Education: Pedagogies, Difference and Misrecognition
Seminar of the Paulo Freire Centre
2013 Reconceptualising Access to Higher Education: The Politics and Practices of Misrecognition
Seminar of Collaboration for the Advance of Medical Education Research and Assessment
2012 Identity, gender and access to lifelong learning
Oxford Learning Institute Public seminar series
2012 Examining the Im/possibilities of Widening Participation
WP seminar series
2012 Examining the Im/possibilities of Widening Participation
SRHE HE Policy Network: Changing Expectations of Universities and the Role of the State: A Historical and Contemporary Analysis
2010 Subject/ed to Widening Participation: On Be(com)ing a Postgraduate Student
BERA HE SIG seminar
2010 Art for a Few

Institute for Policy Studies in Education, ‘Who fits in the Creative World’ Seminar.

Presented with Jackie McManus.

2010 Art for a Few
Brighton University, Goldsmiths College, Central St Martins and Kings College London.
2009 Developing innovative assessment for professional development and widening participation
National conference in the Centre for Work-based Learning
2009 Social Justice in Higher Education
Higher education seminar series
2009 Widening Participation: Identity, Difference and In/equality
Higher Education Policy and Practice Seminar series
2007 Possible transformatory and inclusive practices to challenge exclusion in HE
Seminar on widening participation
2007 Men Accessing Education: Gendered Aspirations and Choices
TLRP/ESRC seminar on social diversity in higher education
1999 QAA (Quality Assurance Agency for Higher Education)
Speaker at the national relaunch for Access to Higher Education.  Other speakers were Baroness Blackstone, Minister of State for Education and Employment and John Randall, Chief Executive QAA
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (8 outputs)

Year Citation Altmetrics Link
2017 Burke P, Hayton A, Stevenson J, Widening Participation in Higher Education: Towards a reflexive approach to research and evaluation, Trentham Books, UCL IoE Press, London (2017)
2017 Burke P, Crozier G, Misiaszek L, Changing Pedagogical Spaces in Higher Education: Diversities, Inequalities and Misrecogntion, Routledge, London and New York (2017) [A1]
2016 Burke PJ, Shay S, Making Sense of Teaching in Difficult Times, 136 (2016)
2013 Burke PJ, The Right to Higher Education: Beyond widening participation., Routledge, New York, 240 (2013) [A1]
Citations Scopus - 2
2013 Scott D, Hughes G, Burke PJ, Evans C, Watson D, Walter C, Learning Transitions in Higher Education, Palgrave Macmillan, London, 232 (2013)
2007 Jackson S, Burke PJ, Reconceptualising Lifelong Learning: Feminist Interventions, Routledge, London and New York, 248 (2007)
Citations Scopus - 55
2005 Morley L, Sorhaindo A, Burke PJ, Researching Women: An Annotated Bibliography on Women in Commonwealth Higher Education., Institute of Education, London, 105 (2005)
2002 Burke PJ, Accessing Education: effectively widening participation, Trentham Books, London, 164 (2002)
Show 5 more books

Chapter (10 outputs)

Year Citation Altmetrics Link
2015 Burke P, 'Widening Participation in Higher Education: Racialised Inequalities and Misrecognitions', Aiming Higher: Race, Inequality and Diversity in the Academy, Runnymede Trust, London (2015)
2015 Burke P, Kuo Yu-Ching, 'Widening Participation in Higher Education: Regimes and Globalizing Discourses Policy', The Palgrave International Handbook of Higher Education Policy and Governance, Palgrave Macmillan, Hampshire and New York (2015)
Citations Scopus - 1
2012 Burke P, 'The Challenges of widening participation for professional identities and practices', Exploring Professionalism, Institute of Education Press, London 121-143 (2012)
2012 Keating J, Preston B, Burke P, Van Heertum R, Arnove R, 'The Political economy of educational reform in Australia, Britain and the United States', Comparative education: The Dialectic of the global and the local, Rowman & Littlefield Publishers, Lanham, US 247-292 (2012)
2011 Burke P, 'Widening Educational Participation: Masculinities, Aspirations and Decision-Making Processes', Gendered choices: Learning, work, identities in lifelong learning, Springer, London 37-51 (2011)
2010 Burke P, 'Processes of becoming (an) academic: access, subjectivity and recognition', Changing lives : women, inclusion and the PhD, Trentham, Stoke-on-Trent (2010)
2008 Burke P, 'Widening Educational Participation: Masculinities, aspirations and decision-making processes', Gendered Choices and Transitions in Lifelong Learning: part-time pathways, full-time lives, NIACE, Leicester (2008)
2008 Burke P, 'The Implications of Widening Participation for Professionalism', Foundations of Professionalism, Institute of Education, University of London, London (2008)
2006 Burke PJ, 'Fair access?: Exploring gender, access and participation beyond entry to higher education', Gender and Lifelong Learning: Critical Feminist Engagements 83-93 (2006)
DOI 10.4324/9780203969533
Citations Scopus - 7
2005 Burke P, 'Deconstructing academic practices through self-reflexive pedagogies', Literacies across educational contexts: mediating learning and teaching, Caslon Publishing, Philadelphia 342-361 (2005)
Show 7 more chapters

Journal article (35 outputs)

Year Citation Altmetrics Link
2017 Bennett AK, Burke P, 'Re/conceptualising time and temporality: an exploration of time in higher education', Discourse-Studies in the Cultural Politics of Education, (2017)
DOI 10.1080/01596306.2017.1312285
Co-authors Anna Bennett
2017 Burke PJ, 'Difference in higher education pedagogies: gender, emotion and shame', GENDER AND EDUCATION, 29 430-444 (2017)
DOI 10.1080/09540253.2017.1308471
Citations Web of Science - 1
2017 Webb S, Burke P, Nichols S, Roberts S, Stahl G, Threadgold SR, Wilkinson J, 'Thinking with and beyond Bourdieu in widening higher education participation', Studies in Continuing Education, 39 138-160 (2017) [C1]
Co-authors Steven Threadgold
2016 Clegg S, Stevenson J, Burke P-J, 'Translating close-up research into action: a critical reflection', REFLECTIVE PRACTICE, 17 233-244 (2016)
DOI 10.1080/14623943.2016.1145580
Citations Scopus - 3
2016 Burke P, 'Access to and Widening Participation in Higher Education', Encyclopedia of International Higher Education Systems and Institutions, (2016)
2016 Crozier G, Burke PJ, Archer L, 'Peer relations in higher education: raced, classed and gendered constructions and Othering', Whiteness and Education, 1 39-53 (2016)
DOI 10.1080/23793406.2016.1164746
2015 Wilkins A, Burke PJ, 'Widening participation in higher education: the role of professional and social class identities and commitments', BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION, 36 434-452 (2015)
DOI 10.1080/01425692.2013.829742
Citations Scopus - 4Web of Science - 2
2015 Burke P, Stevenson J, Whelan P, 'Teaching ¿Excellence¿ and Pedagogic Stratification in Higher Education', International Studies in Widening Participation, 2 29-43 (2015)
2015 Burke PJ, 'Twentieth Anniversary Special Issue INTRODUCTION', TEACHING IN HIGHER EDUCATION, 20 359-361 (2015)
DOI 10.1080/13562517.2015.1022976
Citations Scopus - 1
2015 Burke PJ, 'First Freire: Early Writings in Social Justice Education', INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION, 25 159-163 (2015)
2015 Nixon J, Misiaszek LI, Jane Burke P, 'First Freire: early writings in social justice education', International Studies in Sociology of Education, 25 150-163 (2015)
DOI 10.1080/09620214.2015.1024403
2015 Burke PJ, 'Re/imagining higher education pedagogies: gender, emotion and difference', TEACHING IN HIGHER EDUCATION, 20 388-401 (2015)
DOI 10.1080/13562517.2015.1020782
Citations Scopus - 3Web of Science - 2
2014 Burke P, Crozier G, 'Higher Education Pedagogies: Gendered Formations, Mis/Recognition And Emotion', Journal of Research in Gender Studies, 4 52-67 (2014)
2014 Francis B, Burke P, Read B, 'The submergence and re-emergence of gender in undergraduate accounts of university experience', GENDER AND EDUCATION, 26 1-17 (2014)
DOI 10.1080/09540253.2013.860433
Citations Web of Science - 5
2013 Burke PJ, 'The right to higher education: neoliberalism, gender and professional mis/recognitions', International Studies in Sociology of Education, 23 107-126 (2013)
DOI 10.1080/09620214.2013.790660
2013 Burke PJ, 'Formations of Masculinity and Higher Education Pedagogies', Culture, Society and Masculinities, 5 109-126 (2013)
DOI 10.3149/CSM.0502.109
2012 Burke P, 'Accessing Higher Education: Widening Participation, Migration and Gendered Subjectivities', Encyclopaideia, 34 93-113 (2012)
2011 Burke PJ, McManus J, 'Art for a few: exclusions and misrecognitions in higher education admissions practices', DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION, 32 699-712 (2011)
DOI 10.1080/01596306.2011.620753
Citations Scopus - 6Web of Science - 5
2011 Burke PJ, 'Schooling in disadvantaged communities: playing the game from the back of the field', CAMBRIDGE JOURNAL OF EDUCATION, 41 227-228 (2011)
DOI 10.1080/0305764X.2011.575267
2011 Burke PJ, 'Masculinity, subjectivity and neoliberalism in men's accounts of migration and higher educational participation', GENDER AND EDUCATION, 23 169-184 (2011)
DOI 10.1080/09540251003674139
Citations Scopus - 6Web of Science - 4
2011 Burke P, Hayton A, 'Is widening participation still ethical?', Widening Participation and Lifelong Learning, 13 8-26 (2011)
2011 Burke PJ, 'Global inequalities and higher education: whose interests are we serving?', CRITICAL STUDIES IN EDUCATION, 52 295-297 (2011)
DOI 10.1080/17508487.2011.604078
2009 Burke P, 'Men Accessing Higher Education: Theorising continuity and change in relation to masculine identities', Higher Education Policy, (2009)
2008 Burke P, 'Writing, Power and Voice: Access to and participation in Higher Education', Changing English, 15 199-210 (2008)
2007 Burke PJ, 'Men accessing education: Masculinities, identifications and widening participation', British Journal of Sociology of Education, 28 411-424 (2007)

Drawing on ESRC-funded research (RES-000-22-0832), this article examines the accounts of men participating in London access and foundation programmes in relation to their shifting... [more]

Drawing on ESRC-funded research (RES-000-22-0832), this article examines the accounts of men participating in London access and foundation programmes in relation to their shifting masculine identifications. I consider how the men's early memories of schooling shape their student masculinities. Their accounts are contextualised in relation to hegemonic discourses of widening participation and neo-liberalism. Drawing on feminist critique, I pay attention to the men's self-regulating practices in their struggle to be recognised as deserving of higher education access and participation. The interconnections and contradictions within men's identifications across a range of differences are considered in relation to their experiences and imaginaries of accessing higher education.

DOI 10.1080/01425690701369335
Citations Scopus - 21
2007 Woodin T, Burke PJ, 'Men accessing education: Masculinities, class and choice', Australian Educational Researcher, 34 119-134 (2007)

This paper draws on an Economic and Social Research Council (ESRC) funded research project on men (aged 18-54) participating in pre-university access and foundation programs in fo... [more]

This paper draws on an Economic and Social Research Council (ESRC) funded research project on men (aged 18-54) participating in pre-university access and foundation programs in four London further and higher education colleges. Men's educational choices and decisions are analysed and discussed within current policy debates about widening participation and lifelong learning. These choices are placed within a framework which focuses on masculinity in terms of classed and racialised identifications. For working class and ethnic minority students choices tend to be constrained by mix of material, institutional and emotional forces. For middle class ethnic minority students these factors are only partially alleviated.

Citations Scopus - 3
2006 Burke PJ, 'Men accessing education: Gendered aspirations', British Educational Research Journal, 32 719-733 (2006)

Raising aspirations has been identified as a key strategy for widening educational participation in lifelong learning policy. This article deconstructs the hegemonic discourse of ... [more]

Raising aspirations has been identified as a key strategy for widening educational participation in lifelong learning policy. This article deconstructs the hegemonic discourse of raising aspirations through Economic and Social Research Council-funded research on men, masculinities and higher educational access and participation. The article examines the ways that men students on access and foundation programmes talk about their aspirations and considers the multiple influences and practices that shape their decisions to participate in education. It is argued that a range of interlinked, and contradictory, masculine identifications are central to understanding the formation of aspirations, which are not fixed but shifting through different kinds of life and learning experiences, orientations and relations. The article suggests that widening participation policy and practice is too narrowly focused on simplistic notions of 'raising aspirations', leaving hidden intricate operations of power, privilege and inequality. © 2006 British Educational Research Association.

DOI 10.1080/01411920600895759
Citations Scopus - 22
2006 Jane Burke P, Dunn S, 'Communicating science: exploring reflexive pedagogical approaches', Teaching in Higher Education, 11 219-231 (2006)
DOI 10.1080/13562510500527743
2006 Adams M, Burke PJ, 'Recollections of September 11 in three English villages: Identifications and self-narrations', Journal of Ethnic and Migration Studies, 32 983-1003 (2006)

This paper examines the responses of adults of white ethnicity in three English villages to media coverage of the attacks of 11 September 2001. We analyse how news narratives set ... [more]

This paper examines the responses of adults of white ethnicity in three English villages to media coverage of the attacks of 11 September 2001. We analyse how news narratives set up particular kinds of identification with which audiences engage and/or disengage. We highlight the emotional, ambivalent and contradictory nature of identifications and dis-identifications which respondents make with the victims and perpetrators of the attacks. We explore their notions, expressed explicitly and implicitly, about Englishness, normality and niceness, perceptions of Islam and Muslims, and the joint American and British military action. Their accounts are shaped by, and form part of, ongoing negotiations of identity and subjectivity that are triggered by media consumption: they constitute forms of 'self narration'. In particular we examine the intertwining of emotional responses and modes of reasoning, discourses of ordinariness as a means of encompassing 'others' and questions of audience agency in relation to the regulation of social conduct. We argue that the strong perception among our informants that the British media and the Labour government are tightly constrained by discourses of political correctness is also reflected in their own accounts. We found a great deal of nervousness about what it is possible to say, and fear about openly expressing blatantly racist views. Thus what is not said - absences and pregnant pauses in their utterances - requires inferential analysis if we are to glean a fuller picture of our respondents' reactions. © 2006 Taylor & Francis.

DOI 10.1080/13691830600761461
Citations Scopus - 7
2006 Burke P, Kirton A, 'The Insider perspective: teachers-as-researchers', Reflecting Education, 2 1-4 (2006)
2005 Burke PJ, 'Access and widening participation', British Journal of Sociology of Education, 26 555-562 (2005)
DOI 10.1080/01425690500251981
2005 Burke P, 'Researching Higher Education', Teaching in Higher Education, 10 127-138 (2005)
2004 Burke P, 'Women accessing education, subjectivity, policy and participation', Journal of Access Policy and Practice, 1 100-118 (2004)
2002 Burke P, 'Towards a collaborative methodology: An ethnography of widening educational participation', Australian Educational Researcher, 29 115-136 (2002)
2000 Burke PJ, 'Intimidating/ory education', Research in Post-Compulsory Education, 5 271-287 (2000)

This article draws on qualitative research undertaken in a further education college on access education. Fifteen in-depth interviews were carried out with participants, re-enteri... [more]

This article draws on qualitative research undertaken in a further education college on access education. Fifteen in-depth interviews were carried out with participants, re-entering education through various programmes, including Return to Study and Access to Higher Education. The article focuses on a major theme emerging from their narratives about feelings of intimidation and inferiority in connection with their experiences of access education. The author explores such feelings within the context of a British history and cultural common sense in which working-class women have been constructed as inferior and even polluting. Furthermore, the author locates the access project within an institution founded on classist, racist and sexist traditions and examines the concept of ¿mass education¿ from various discourse positions that position ¿non-standard¿ students as illegitimate and inferior. The aim of the article is to reveal the ways that students are re/positioned by hegemonic discourses and the attempts of students and tutors to resist such discursive practices, creating oppositional spaces. © 2000, Taylor & Francis Group, LLC.

DOI 10.1080/13596740000200080
Show 32 more journal articles

Conference (28 outputs)

Year Citation Altmetrics Link
2016 Burke P, 'It¿s About Time: working towards better understandings of unequal temporal resources and the impact of time for students in higher education' (2016)
2015 Burke PJ, Bennett AK, 'Capability, belonging and mis/recognition in higher education', SRHE Annual Conference Papers (2015) [E1]
Co-authors Anna Bennett
2015 Burke P, 'Interrogating Participation: Gender, Identity and Pedagogies in Higher Education' (2015)
2015 Burke P, 'Capabilities, Belonging and Equity in HE.' (2015)
2014 Burke P, 'Pedagogic Stratification: The Changing Landscape of HE' (2014)
2014 Burke P, 'Regulating Difference in Higher Education Pedagogies' (2014)
2014 Burke P, 'Gendered Pedagogies and the Misrecognition of Emotion in HE' (2014)
2012 Burke P, 'The Im/possibilities of Widening Participation' (2012)
2011 Burke P, McManus J, 'Art for a few: Exclusions and Misrecognitions' (2011)
2011 Burke P, 'The Im/possibilities of Widening Participation' (2011)
2010 Burke P, McManus J, 'Art for A Few: Gendered Inequalities' (2010)
2010 Burke P, 'On Be/com/ing a Postgraduate Student: Transitions in Accessing M level Studies' (2010)
2010 Burke P, McManus J, 'Art for a Few: Inequalities and Exclusions' (2010)
2009 Burke PJ, 'Men accessing higher education: Theorizing continuity and change in relation to masculine subjectivities', Higher Education Policy (2009)

I explore the question of men's participation in higher education (HE) in relation to shifting, discursive and intersecting masculine subjectivities by drawing on qualitative inte... [more]

I explore the question of men's participation in higher education (HE) in relation to shifting, discursive and intersecting masculine subjectivities by drawing on qualitative interviews with men participating in HE. The paper contributes to a sociological understanding of the impact of masculine subjectivities on higher educational participation and aspiration. The in-depth interviews focused on the men's memories, aspirations and experiences, taking a life history approach to mapping continuity and change in relation to educational participation. The context for the research is the wider UK policy of widening educational participation and notions of a 'crisis of masculinity', which I critique drawing on feminist perspectives. In deconstructing the discursive production of the ideal student-subject produced through widening participation (WP) policy, I argue that an analysis of men's participation in HE must take into account the differences between boys and men in terms of complex power relations, inequalities and misrecognitions. The paper explores the theme of continuity and change in terms of the men's subjectivities, their memories of education and their shifting aspirations. More specifically, it examines the men's accounts in relation to the themes of respectability, bullying and laziness, which emerged from the data. I argue that the men take up the neoliberal discourses that underpin WP policy, placing emphasis on individual attitudes and deficit, and demanding forms of self-regulation. The men's accounts illuminate the fragility of their projects to be recognized as worthy of HE participation both through and against self-regulating practices and through the distancing of 'Other' (contaminating) identities.

DOI 10.1057/hep.2008.24
Citations Scopus - 12
2009 Burke P, 'Art for a Few' (2009)
2008 Burke P, 'Art for a Few' (2008)
2007 Burke P, 'Quality and Equality: Tensions and Dilemmas in Higher Education' (2007)
2007 Burke P, 'Men Accessing Higher Education: Theorising continuity and change in relation to masculine identities' (2007)
2007 Burke P, 'Men, Masculinities and Widening Participation in Higher Education' (2007)
2007 Burke P, 'Gendered Aspirations and Decision-making Processes' (2007)
2006 Burke P, 'Inclusive Assessment in Higher Education' (2006)
2005 Burke P, 'Gendered Aspirations' (2005)
2005 Burke P, 'Masculinities, educational experiences and student identities' (2005)
2004 Burke P, 'Fair Access? Issues of access beyond entry' (2004)
2003 Burke P, 'Student Writing: Constraints and Possibilities in Languages of Research and Inquiry' (2003)
2003 Burke P, 'Student Writing: Constraints and Possibilites in Languages of Research and Inquiry' (2003)
2002 Burke P, 'Shoulder-to-Shoulder: Dis/identifications after September 11 in an English suburb' (2002)
2000 Burke P, 'The Policy and Practice of Access to Education' (2000)
Show 25 more conferences

Other (2 outputs)

Year Citation Altmetrics Link
2004 Morley L, Burke P, Carpentier V, 'We need degree change, not change in degrees', ( issue.1643 pp.14). UK: Times Supplements Ltd. (2004)
2002 Burke P, 'Fear of difference amplified through TV news consumption', ( issue.10 pp..). Vienna: European Monitoring Centre on Racism and Xenophobia (2002)

Report (11 outputs)

Year Citation Altmetrics Link
2016 Burke PJ, Bennett AK, Burgess C, Gray K, Southgate E, 'Capability, Belonging and Equity In Higher Education: Developing Inclusive Approaches', NCSEHE, 103 (2016)
Co-authors Anna Bennett, Erica Southgate, Kim Gray
2014 Stevenson J, Burke P, Whelan P, Sealey P, Ploner J, 'Pedagogic Stratification and the Shifting Landscape of Higher Education', Higher Education Academy, 47 (2014)
2013 Burke P, Crozier G, Read B, Hall J, Peat J, Francis B, 'Formations of Gender and Higher Education Pedagogies', University of Roehampton, 61 (2013)
2011 Scott D, Evans C, Watson D, Hughes G, Burke P, Walter C, et al., 'Facilitating Transitions to Masters-Level Learning - Improving Formative Assessment and Feedback Processes', NTFS, 51 (2011)
2009 Burke P, McManus J, 'Art for a Few: exclusions and misrecognitions in art and design higher education admissions', National Arts and Learning Network and HEFCE London, . (2009)
2007 Burke P, Kent T, Bourdillon H, Templeton P, 'Online and Work-based learning: developing innovative assessment for professional development and widening participation', WLE, Institute of Education, University of London, . (2007)
2004 Burke PJ, Woodin T, Pietikainen S, 'Masculinities and Men Returning to Study', the ESRC. London, Institute of Education (2004)
2004 Carpentier V, Burke P, Morley L, 'Review of Degree Classification', Report to Universities UK. London, Institute of Education (2004)
2002 Burke P, 'Media Narrations of September 11', ESRC, . (2002)
1998 Burke P, 'Retention of Mature Students Returning to Study', Hertford Regional College, . (1998)
1997 Burke P, 'Mature students¿ experiences of Access to Higher Education', North and East London Access Federation, . (1997)
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Grants and Funding

Summary

Number of grants 11
Total funding $2,655,541

Click on a grant title below to expand the full details for that specific grant.


20162 grants / $234,191

Faculty matching funding for UON PRC scheme 2016/17$200,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team

Prof Max Smith; Prof Penny Jane Bourke, Prof Tracy Levett Jones; Dr Elena Prieto-Rodriguez; Dr Drew Miller; Dr Adam Lloyd; Dr Leanne Fray; Dr Jess Harris; Mr Hywel Ellis

Scheme Faculty funding
Role Investigator
Funding Start 2016
Funding Finish 2017
GNo
Type Of Funding Internal
Category INTE
UON N

It's About Time: working towards more equitable understandings of the impact of time for students in higher education$34,191

Funding body: National Centre for Student Equity in Higher Education (NCSEHE)

Funding body National Centre for Student Equity in Higher Education (NCSEHE)
Project Team Professor Penny Jane Burke, Doctor Anna Bennett, Professor Jacqueline Stevenson
Scheme Research Grants Program
Role Lead
Funding Start 2016
Funding Finish 2016
GNo G1600939
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

20152 grants / $85,350

Wiser Women: Educational Aspirations and Participation of Indigenous Women of Reproductive Age in Regional, Rural and Remote Communities$55,660

Funding body: Leslie Family Foundation

Funding body Leslie Family Foundation
Project Team Professor Penny Jane Burke, Associate Professor Kym Rae, Professor Peter Radoll, Associate Professor Maree Gruppetta, Associate Professor Seamus Fagan, Mrs Sher Campbell
Scheme Research Project
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1501246
Type Of Funding Grant - Aust Non Government
Category 3AFG
UON Y

Capability, Belonging and Equity in Higher Education: Developing Inclusive Approaches$29,690

Funding body: National Centre for Student Equity in Higher Education (NCSEHE)

Funding body National Centre for Student Equity in Higher Education (NCSEHE)
Project Team Professor Penny Jane Burke, Doctor Anna Bennett, Associate Professor Seamus Fagan, Mrs Cathy Burgess, Aprof JANE Maguire, Associate Professor Erica Southgate, Doctor Shamus Smith
Scheme Research Grants Program
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1500360
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

20131 grants / $38,000

Pedagogic stratification and the shifting landscape in Higher Education$38,000

Funding body: Higher Education Academy

Funding body Higher Education Academy
Project Team

Jacqueline Stephens

Scheme Unknown
Role Investigator
Funding Start 2013
Funding Finish 2014
GNo
Type Of Funding External
Category EXTE
UON N

20111 grants / $1,200,000

Educational Access for All in Serbia$1,200,000

Funding body: Tempus EU

Funding body Tempus EU
Project Team

Dr Gorana Djoric

Scheme Unknown
Role Investigator
Funding Start 2011
Funding Finish 2014
GNo
Type Of Funding External
Category EXTE
UON N

20101 grants / $400,000

Formations of Gender and Higher Education Pedagogies$400,000

Funding body: Higher Education Academy

Funding body Higher Education Academy
Project Team

Penny Burke

Scheme Unknown
Role Lead
Funding Start 2010
Funding Finish 2012
GNo
Type Of Funding External
Category EXTE
UON N

20091 grants / $400,000

Facilitating Transitions to Masters Level Learning$400,000

Funding body: Higher Education Academy

Funding body Higher Education Academy
Project Team

Professor David Scott

Scheme Unknown
Role Investigator
Funding Start 2009
Funding Finish 2011
GNo
Type Of Funding External
Category EXTE
UON N

20071 grants / $155,000

Art for a Few: Exclusions & Misrecognitions in Art and Design Higher Education Admissions$155,000

Funding body: National Arts Learning Network

Funding body National Arts Learning Network
Project Team

Penny Burke

Scheme Unknown
Role Lead
Funding Start 2007
Funding Finish 2009
GNo
Type Of Funding External
Category EXTE
UON N

20061 grants / $48,000

Developing innovative assessment approaches for work-based learning and widening participation$48,000

Funding body: Institute of Education

Funding body Institute of Education
Project Team

Penny Burke

Scheme Centre for Teaching and Learning
Role Lead
Funding Start 2006
Funding Finish 2007
GNo
Type Of Funding External
Category EXTE
UON N

20041 grants / $95,000

Masculinities and Educational Participation: Men Returning To Study$95,000

Funding body: Economic and Social Research Council

Funding body Economic and Social Research Council
Project Team

Penny Burke

Scheme Unknown
Role Lead
Funding Start 2004
Funding Finish 2006
GNo
Type Of Funding External
Category EXTE
UON N
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Research Supervision

Number of supervisions

Completed9
Current9

Total current UON EFTSL

PhD1.35

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2017 PhD The Stories Behind the Figures: Successes Occurring for Enabling Students That the Data isn't Showing. Is it Time to Revisit the Definition of 'Success' in Higher Education to be More Inclusive? PhD (Sociology & Anthropology), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2017 PhD Looking Beyond `Resilience' in Bridging the Divide between Leaving Care and Higher Education PhD (Sociology & Anthropology), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2016 PhD Decolonising the `mind¿ through (re)conceptualisations of knowledge: student engagement with Australian Aboriginal and/or Torres Strait Islander knowledges in higher education. PhD (Sociology & Anthropology), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2016 PhD It Takes a Village: Uncovering the Hidden Work in Online Program Development PhD (Sociology & Anthropology), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2015 PhD Aspiration: Cultural Capacity or Cognitive Skill Set? PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2014 PhD Heterodox forms of university ownership/control, governance, financing and organisation structure Education, Unknown Co-Supervisor
2013 PhD An enquiry into english for academic purposes practioners' views about their professional identities within higher education Education, Unknown Principal Supervisor
2013 PhD Space and identity: Undergraduate students living in local community Education, Unknown Principal Supervisor
2009 PhD Quality assurance in Higher Education in Bahrain Education, Unknown Principal Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2016 PhD Discovering self, disarming shame. The Collegiate experience of the daughters of lone mothers in the UK and US Education, University of Sussex Principal Supervisor
2014 PhD Internationalisation of Higher Education in Ghana Education, Unknown Principal Supervisor
2013 PhD Pedagogical experiences and identities in primary mathematics Education, Unknown Principal Supervisor
2013 PhD Enhancing graduate opportunities: have employability enhancements aimed at increasing employability helped graduates obtain a graduate level job? Education, Unknown Principal Supervisor
2011 PhD Power, pedagogy and English studies Education, Unknown Principal Supervisor
2011 PhD Exploring 'what works': a feminist post-structuralist critique of the cognitive-behavioural programmes run by the National Probation Service Education, Unknown Principal Supervisor
2011 PhD Growing to know: Success of minority ethnic boys Education, Unknown Principal Supervisor
2010 PhD International student identities in Higher Education Education, Unknown Principal Supervisor
2007 PhD Assessment practices in Higher Education Education, Unknown Principal Supervisor
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Research Collaborations

The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.

Country Count of Publications
United Kingdom 19
Australia 7
China 1
United States 1
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News

It's About Time report cover

University deadlines affecting student engagement

April 28, 2017

A new report shows many equity students in higher education are challenged by institutional expectations about time, with time management impacted by the competing imperatives of study, work and personal commitments.

Image of Professor Penny Jane Burke

"Higher Education was life saving for me"

November 25, 2016

For White Ribbon Day 2016, UON's Professor Penny Jane Burke, Director of the Centre of Excellence for Equity in Higher Education features in the Newcastle Herald speaking about the transformative power of education and how her life story inspired her son to make an award-wining film Still Waters.

Professor Penny Jane Burke

Position

Director, Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity
Centre of Excellence for Equity in Higher Ed.
Academic Division

Contact Details

Email pennyjane.burke@newcastle.edu.au
Phone + 61 2 4921 6538

Office

Room IDC.214
Building IDC Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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