Access: Critical explorations of equity in higher education
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Volume 9 Issue 1
Titled ‘Writing the field of equity’, this Special Issue explores the politics of academic writing and language with pieces from the executive editorial team: Penny Jane Burke, Marie-Pierre Moreau (with Sally Campbell Galman), Samson Maekele Tsegay, Matthew Bunn and Matt Lumb (with Louis Ndagijimana).
The Special Issue marks a change in the focus of the Journal under a new title ‘Access: Critical explorations of equity in higher education’. This Issue establishes the editorial approach for Access and serves as an extended call for future contributions.
Cover image: Kira Jovanovski (2020), grunt_iteration 02 in the boughs and stamped: installation in University Gallery. Photograph by Jedidiah Cranfield. (c) the artist.
August 2022 - On Praxis (working title).
November 2022 - Space, Time and Precarity in Higher Education: Exploring Configurations of Power and Inequality in Precarious Times - Guest edited by Dr Barbara Read, University of Glasgow.
Struggles for access to and participation in higher education have a long history and continue to present challenges across a range of contexts. Access invites critical debates at the intersection of higher education and inequalities of international interest and significance.
Part of the journal’s project is to engage an increasing diversity of voices, perspectives, theories and methodologies, critique the practices of research, writing and publication, and disrupt dominant forms of representation of and in the field. We draw on and continue a commitment to the foundations of the work featured in International Studies in Widening Participation which has been historically focussed on the rich Australian context that has a long history of enabling and widening participation pathways. Access extends and deepens these debates, with an increased focus on contributions about international strategies and research and radical ways to approach, interrogate and challenge injustices given worsening inequality globally.
Access applies broad understandings of equity issues, which includes how class, dis/ability, gender, geography, faith, nation, race and sexuality intersect. The journal is committed to extending the scope of exploration around questions of access, equity and widening participation including but also beyond admissions and entry. The changing shape of higher education foregrounds concerns with its fundamental purpose as a public institution and raises significant questions about access to what forms of higher education and for whom.
The journal welcomes contributions that develop sustained critique and extend the terms of debate by, for example:
- interrogating the roots and logics of access and participation
- problematising different forms of representation and categorisation of privilege, marginalisation and disadvantage
- exploring lived experiences of inequalities as situated in wider contexts
- examining policy and practice through critical theoretical and/or conceptual perspectives
- foregrounding a politics of knowledge in relation to questions of access and participation
- studying the relationship between higher education and inequalities
- considering the forms of identity and recognition that shape struggles over access in, through and post higher education
- bringing in to view debates about the purposes and value of higher education in relation to access and inequalities
- analysing the effects of different theoretical and/or methodological frameworks on research, evaluation and practice.
The journal welcomes contributions taking up creative, critical and emerging approaches and methods.
Executive Editorial Team
- Professor Penny Jane Burke, Centre of Excellence for Equity in Higher Education, The University of Newcastle, Australia
- Professor Marie-Pierre Moreau, Cluster for Education Research on Identities and Inequalities, Anglia Ruskin University, United Kingdom
- Dr Samson Maekele Tsegay, Cluster for Education Research on Identities and Inequalities, Anglia Ruskin University
- Dr Matthew Bunn, Centre of Excellence for Equity in Higher Education, The University of Newcastle, Australia
- Dr Matt Lumb, Centre of Excellence for Equity in Higher Education, The University of Newcastle, Australia
- Dr Anna Bennett, English Language & Foundation Studies Centre, The University of Newcastle, Australia
- Professor Rachel Brooks, Department of Sociology, University of Surrey, United Kingdom
- Dr Jo Hanley, English Language & Foundation Studies Centre, The University of Newcastle, Australia
- Associate Professor Andrew Harvey, Centre for Higher Education Equity and Diversity Research, La Trobe University, Melbourne, Australia
- Dr Kate Hoskins, Brunel University London
- Ms Evonne Irwin, English Language & Foundation Studies Centre, The University of Newcastle, Australia
- Professor Terri Kim, Cass School of Education and Communities, University of East London, United Kingdom
- Professor Anna Mountford-Zimdars, University of Exeter
- Professor Sarah O'Shea, National Centre for Student Equity in Higher Education, Curtin University, Australia
- Dr Barbara Read, Robert Owen Centre for Educational Change, School of Education, University of Glasgow, United Kingdom
- Professor Jacqueline Stevenson, Lifelong Learning Centre, University of Leeds, United Kingdom
- Professor Agnès van Zanten, , Directrice de recherche CNRS, SciencesPo, Paris, France
- Professor Sue Webb, Faculty of Education (Clayton), Monash University, Melbourne, Australia
- Dr Nadine Zacharias, Swinburne University of Technology, Melbourne, Australia
|Text and Spacing||TIMES NEW ROMAN 12pt font (with the exception of headings as per below). Single spaced. Articles will be formatted into the template|
|Article Type||Submissions should indicate the type of article (Research Paper, Case Study, Policy Review, Viewpoint or Student Voice). This heading should be in bold CAPITALS, TIMES NEW ROMAN 14pt and centred.|
|Word Limits||Word limits are guides only. Research Papers, Case Studies and Policy Reviews should be between 4000 and 6000 words (excluding references, tables and figures). Viewpoint articles should be approximately 3500 words (excluding references, tables and figures). Student Voice papers should be between 1500 and 2500 words (excluding references).|
|Abstract||Abstracts should be no more than 200 words.|
|Keywords||Authors should include 5 to 6 keywords with their manuscript.|
Matthew Bunn, Penny Jane Burke, Matt Lumb, Marie-Pierre Moreau, Julia Shaw, Samson Maekele Tsegay
Penny Jane Burke
Marie-Pierre Moreau, Sally C Galman
Matt Lumb, Louis Ndagijimana
Samson Maekele Tsegay
Ann-Marie Priest, Jenny McDougall
Flavia Santamaria, Ann-Marie Priest
Katrina Johnston, Gemma Mann, Louise Mullaney, Brijesh Kumar
Matt Lumb, Matthew Bunn, Penny Jane Burke
Matthew Bunn, Matt Lumb
Shannon van Zanen
Sarah Kate Hattam, Snjezana Bilic
Helen English, Matt Lumb, Jessica Page, Jarrod Wilton
Anne-Maree Hays, Sue Sharp
Bethan Collins, Clive Hunt, Alex Wardrop, Lizzie Gauntlett, Vanessa Heaslip, Maggie Hutchings, Colin Pritchard
Anna Bennett, Penny Jane Burke, Jacqueline Stevenson, Rae Tooth
Penny Jane Burke
Nicola Cull, Aidan Cai, Donna Heemi, Divna Dokmanovic
Helen Scobie, Michelle Picard
Kelly Whitney, Gayl Purchase
Greer Lamaro Haint, Sophie Goldingay, Renee Heckman, Tanya Ward, Rojan Afrouz, Kelly George
James A. Smit, Kellie Pollard, Kim Robertson, Sue Trinidad
Catherine Street, John Guenther, James A. Smith, Kim Robertson, Shane Motlap, Wendy Ludwig, Kevin Gilla, Tracy Woodroffe, Robyn Ober
Lisa Andrewartha, Andrew Harvey
Matt Lumb, Sheena Roberts
Jack Frawley, James A. Smith, Andrew Gunstone, Ekaterina Pechenkina, Wendy Ludwig, Allison Stewart
Rosalie Bunn, Annika Westrenius
Janet A. Taylor
Karen Seary, Julie Willans, Chris Cook
Angela Jones, Anita Old, Joanne Lisciandra
Alan Beckley, Clare Netherton, Tracy Barber, Laura Schmah
Andrew Harvey, Giovanna Szalkowicz
Ruth M Sladek, Svetlana M King
Rachel Buchanan, Erica Southgate, Anna Bennett
Frederic Fovet, Jessica Giles
L Anders Sandberg
Penny Jane Burke, Jacqueline Stevenson, Pauline Whelan
Geoff Whitty, Neville Clement
Trixie James, Hermina Conradie, Robyn Saint, Matthew Browne
Sonal Singh, Ruth Tregale
Khalid Arar, Ruth Abramovitz, Hana Bar-Yishai
Erica Southgate, Heather Douglas, Jill Scevak, Suzanne Macqueen, Mark Rubin, Carol Lindell
Ruth Toumu'a, Hon Luamanuvao, Winne Laban
Holistic Education: A Combination of Pedagogy Frameworks for Bangladesh
M'zizi Samson Kantini
Helena Liu, Susan McGrath-Champ
Susan Hopkins, Naomi Ryan
This work is licensed under a Creative Commons Attribution 3.0 License.
The title of this journal changed in 2021 from International Studies in Widening Participation to Access: Critical explorations of equity in higher education.
Access is published by the Centre of Excellence for Equity in Higher Education, with the support of the Pathways and Academic Learning Support Centre at the University of Newcastle, Australia, and the Cluster for Education Research on Identities and Inequalities at Anglia Ruskin University
This journal is published on the lands of the Pambalong Clan of the Awabakal People.
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.