Access: Critical explorations of equity in higher education
Access: Critical explorations of equity in higher education is hosted on the Open Access journal site: https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/index.
To submit an article or enquire about the journal please follow the instructions on the journal site or email us at ceehe@newcastle.edu.au.
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Cover image: Andrew Brown, 2022, Ilford high road, Entangled Ilford, Composite photographs
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Cover image: Kira Jovanovski (2020), grunt_iteration 02 in the boughs and stamped: installation in University Gallery. Photograph by Jedidiah Cranfield. (c) the artist.
More Information
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
Editorial Board
- 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
Attribute | Style |
---|---|
Reference Style | Harvard |
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. |
Archive
Complete Issue
Editorial
Matthew Bunn, Penny Jane Burke, Matt Lumb, Marie-Pierre Moreau, Julia Shaw, Samson Maekele Tsegay
Article
Writing Representations to life: Higher Education and the Production of Equity
Matthew Bunn
Writing Ourselves Differently through Feminist Praxis
Penny Jane Burke
Marie-Pierre Moreau, Sally C Galman
Writing the Value(s) of Colonised Equity Practices in Higher Education
Matt Lumb, Louis Ndagijimana
Viewpoint
A Reflection on my Academic Journey: The Struggle to Shape my Destiny
Samson Maekele Tsegay
Editorial
Ann-Marie Priest, Jenny McDougall
Research paper
Gemma Mann
Katrina Johnston
Sentio ergo sum: Professional philosophy and personal identity in the making of an enabling educator
Flavia Santamaria, Ann-Marie Priest
The identity conga line: How diverse lecturers perform the enabling dance
Katrina Johnston, Gemma Mann, Louise Mullaney, Brijesh Kumar
"You were always one to bring home the strays": A caring teacher's journey
Andrea Hogg
Julie Willans
Trixie James
Jenny Mcdougall
Caroline Henderson-Brooks
Student Voice
Tara Beare
Editorial
Resisting homogeneity in higher education: perspectives from praxis
Matt Lumb, Matthew Bunn, Penny Jane Burke
Research Paper
Kristen Allen
Wes Heberlein
Chris Ronan
Students with Disability: Beyond reasonable adjustments
Edwina Newham
Tanya Weiler
Editorial
Patient praxis: A dialogue between equity practice and research
Matthew Bunn, Matt Lumb
Viewpoint
Shannon van Zanen
Research Paper
Michelle Falconer
Cate Rooney
Tales from the borderland: Enabling students' experiences of preparation for higher education
Julie Willans
Sarah Kate Hattam, Snjezana Bilic
Increasing regional student participation in higher education through innovative university outreach
Laurie Poretti
Editorial
Challenging social hegemonies through pedagogies of resistance
Marie-Pierre Moreau
Viewpoint
Aboriginal enabling pedagogies and approaches in Australia: Centring and decolonising our approaches
Sharlene Leroy-Dyer
Research Paper
Helen English, Matt Lumb, Jessica Page, Jarrod Wilton
Andrea Dodo-Balu
Supporting postgraduate coursework students through their time of transition
Anne-Maree Hays, Sue Sharp
Bethan Collins, Clive Hunt, Alex Wardrop, Lizzie Gauntlett, Vanessa Heaslip, Maggie Hutchings, Colin Pritchard
Student Voice
The danger of a single story: Gari Yala (speak the truth)
Taylah Gray
Editorial
An inter/national strategy for developing more equitable policies and practices in higher education
Anna Bennett, Penny Jane Burke, Jacqueline Stevenson, Rae Tooth
Invited Contribution
Re/imagining widening participation: A praxis-based framework
Penny Jane Burke
Research Paper
Care, hope and resistance: Reshaping teacher professional learning for inclusive education
Nicola Cull, Aidan Cai, Donna Heemi, Divna Dokmanovic
Family and social capital for the success of non-traditional students in higher education
Suzanne Macqueen
Emily Fuller
Embedding mental wellbeing in Australian regional universities: Equity interventions
Helen Scobie, Michelle Picard
Kelly Whitney, Gayl Purchase
Greer Lamaro Haint, Sophie Goldingay, Renee Heckman, Tanya Ward, Rojan Afrouz, Kelly George
Editorial
Anna Bennett
Viewpoint
Inhabiting and researching the spaces of higher education
Marie-Pierre Moreau
Widening participation practice and research in the 'Third Space'
Nadine Zacharias
What do we know about evaluation in Indigenous higher education contexts in Australia?
James A. Smit, Kellie Pollard, Kim Robertson, Sue Trinidad
Policy Review
Catherine Street, John Guenther, James A. Smith, Kim Robertson, Shane Motlap, Wendy Ludwig, Kevin Gilla, Tracy Woodroffe, Robyn Ober
Research Paper
Overcoming adversity: The strengths of care leavers in Australian higher education
Lisa Andrewartha, Andrew Harvey
Case Study
Jennifer Stokes
Editorial
Anna Bennett
Invited Contribution
Translating academic research to higher education policy reform: The case of enabling programs
Andrew Harvey
Viewpoint
Students in enabling programs need support not deterrents
Paul Chojenta
Research Paper
Matt Lumb, Sheena Roberts
Indigenous VET to Higher Education pathways and transitions: A literature review
Jack Frawley, James A. Smith, Andrew Gunstone, Ekaterina Pechenkina, Wendy Ludwig, Allison Stewart
Enabling and changing lives: Stakeholders who affect and are affected by the enabling initiative
Rosalie Bunn, Annika Westrenius
The role of higher education in facilitating social mobility
Ian Cunninghame
Editorial
Janet A. Taylor
Research Paper
Karen Seary, Julie Willans, Chris Cook
Understanding the Learner: Effective course design in the changing higher education space
Angela Jones, Anita Old, Joanne Lisciandra
VET Pathways – an essential element of social justice
Alan Beckley, Clare Netherton, Tracy Barber, Laura Schmah
Developing multiple exit pathways within undergraduate courses
Andrew Harvey, Giovanna Szalkowicz
Viewpoint
Ruth M Sladek, Svetlana M King
Editorial
Rachel Buchanan, Erica Southgate, Anna Bennett
Research Paper
Frederic Fovet, Jessica Giles
L Anders Sandberg
David Peacock
Teaching ‘Excellence’ and Pedagogic Stratification in Higher Education
Penny Jane Burke, Jacqueline Stevenson, Pauline Whelan
Getting into Uni in England and Australia: who you know, what you know or knowing the ropes?
Geoff Whitty, Neville Clement
Editorial
Mahsood Shah
Research Paper
An exploratory study of the factors associated with an initial testing process: Testing the testing
Trixie James, Hermina Conradie, Robyn Saint, Matthew Browne
Sonal Singh, Ruth Tregale
Khalid Arar, Ruth Abramovitz, Hana Bar-Yishai
Neil Raven
Editorial
Mahsood Shah
Case Study
Alan Beckley
Research Paper
Nicole Crawford
The academic outcomes of first-in-family in an Australian university: An exploratory study
Erica Southgate, Heather Douglas, Jill Scevak, Suzanne Macqueen, Mark Rubin, Carol Lindell
Ruth Toumu'a, Hon Luamanuvao, Winne Laban
Graduates’ perception of a Leadership Program for Teachers and Aspiring Leaders in the South Pacific
Wahab Ali
Viewpoint
Holistic Education: A Combination of Pedagogy Frameworks for Bangladesh
Pamelia Khaled
Editorial
Mahsood Shah
Viewpoint
Learning 2.0 Theoretical Framework for Higher Education in Low Resource States
M'zizi Samson Kantini
Research Paper
‘Inspired by Business’: A case of mentoring among low socio-economic students
Helena Liu, Susan McGrath-Champ
Jillian Downing
Susan Hopkins, Naomi Ryan
Jennifer Rowley
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.
ISSN 2653-245X
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.