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Tracing the arc: the shifting conceptualizations of educational "disadvantage" and "diversity" at the university of Wisconsin-Madison
[journal article]
Abstract This article calls attention to the shifting conceptualizations of belonging and inclusion at universities in the U.S. through shifting framings of "educational disadvantage" and "diversity". Historically these concepts have been used in various and shifting ways to think about the "Other" and to de... view more
This article calls attention to the shifting conceptualizations of belonging and inclusion at universities in the U.S. through shifting framings of "educational disadvantage" and "diversity". Historically these concepts have been used in various and shifting ways to think about the "Other" and to determine the lines of inclusion and exclusion to access to higher education spaces. This article uses a leading public university, the University of Wisconsin-Madison, as a historical case study to examine the ways the university has responded to those who have historically been excluded from public higher education spaces and the ways inclusion has been expanded and redefined through struggle. This case study is an invitation to carefully consider the current discourses and policy debates about university "diversity" efforts and the inclusion of "disadvantaged" students. We raise questions about what inclusion means.... view less
Keywords
inclusion; exclusion; university; university admission; United States of America; deprivation; education; students' representation; student; studies (academic)
Classification
University Education
Macroanalysis of the Education System, Economics of Education, Educational Policy
Social Problems
Document language
English
Publication Year
2014
Page/Pages
p. 34-46
Journal
Social Inclusion, 2 (2014) 1
ISSN
2183-2803
Status
Published Version; peer reviewed
Licence
Creative Commons - Attribution