Higher Education, Social Mobility and Widening Participation
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The Boris Johnson 'Cornflake' model of social mobility | Inequalities

The Boris Johnson 'Cornflake' model of social mobility | Inequalities | Higher Education, Social Mobility and Widening Participation | Scoop.it
“There are some Boris Johnson news stories we can all enjoy. Like that time he fell in a river. Or when he got stuck up on a zip-wire. Or even when he rescued that woman being menaced by youths – astride his trusty bicycle, ...”
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COMMENT: Boris Johnson, stale cornflakes and the myth of social mobility - SQ Magazine

COMMENT: Boris Johnson, stale cornflakes and the myth of social mobility - SQ Magazine | Higher Education, Social Mobility and Widening Participation | Scoop.it
“SQ Magazine COMMENT: Boris Johnson, stale cornflakes and the myth of social mobility SQ Magazine Despite the rhetoric flooding out of politician's mouths, social mobility really isn't working like they declare.”
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We need to shake that box of cornflakes
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Boris's championing of inequality is a recipe for destroying social mobility

Boris's championing of inequality is a recipe for destroying social mobility | Higher Education, Social Mobility and Widening Participation | Scoop.it
“ The mayor presented social mobility as compensation for inequality but it's the gap between the rich and poor that erodes opportunity.”
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Student Number Controls | UCAS | Understanding University Places

Student Number Controls | UCAS | Understanding University Places | Higher Education, Social Mobility and Widening Participation | Scoop.it
Student Number Control is the limit set by the government on how many students each university and college may recruit. Learn more about it here.
Julia Clarke's insight:

Can we contextualise student number control cut off points?  Maybe by reference to average A level points of school?  Wow, how complicated would that be but would seem fairer than assuming everybody's schooling makes it equally likely they will achieve ABB

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Research interests | CDH

Research interests | CDH | Higher Education, Social Mobility and Widening Participation | Scoop.it

My theoretical work over the last twenty-five years has been devoted to the problem of structure and agency.  Related to this is the problem of objectivity and subjectivity.

 

My fascination with structure (where do they come from and how do they exert effects) was prompted by moving from the London School of Economics to become a post-doctoral student at the Sorbonne. Those were the years of the 1968 événements. It seemed to me that the centralised structure of the French educational system was equally central in accounting for a political outburst which very nearly toppled the Fifth Republic. Conversely, the (then) decentralised nature of English education prompted localised outbursts, whose effects diffused rather than accumulating. The next seven years were devoted to understanding the structuring of national educational systems and their consequences for educational interaction and change. Thus Social Origins of Educational Systems (Sage 1979) is the key book for understanding the research trajectory that followed.

I shall never regret a summer spent working with Pierre Bourdieu’s research team (or convincing Sage Publications, that he should be translated into English) nor my exchanges with Basil Bernstein at the London Institute of Education. However, it still remains the case that I believe Bourdieu advanced a set of theories which presumed the centralised structure of French education, just as Bernstein assumed English decentralisation, when both discussed cultural transmission.

Therefore, two books followed, which sought to come to grips with the structuring of culture and the structuring of social institutions. Firstly, there was Culture and Agency: The Place of Culture in Social Theory (CUP 1988). This conceptualises ‘culture’ as an objective phenomenon, in the same way as Popper’s ‘World Three’, and thus makes the distinction between the ontological status of culture and what people/groups/classes make of it epistemologically. In other words, culture is not a ‘community of shared meanings’. There is a Cultural System, replete with complementarities and contradictions, and there is Socio-Cultural interaction in which groups draw upon and elaborate various parts of the Cultural System - in accordance with their interests and aims. For those who like to establish intellectual pedigrees, there were four main influences upon this work; Karl Popper, Ernest Gellner and Tom Bottomore - all of whom were my teachers at LSE - and David Lockwood - whose 14 page article, differentiating between ‘social’ and ‘system’ integration is the most influential I have ever read.

Those who get round to reading the 854 pages of Social Origins of Educational Systems will recognise that the philosophy of social science, divided as it was between the competing claims of Methodological Individualism and Methodological Collectivism, provided a wholly unsatisfactory basis for theorising about structural properties and powers. Already, in this book (1979), I had largely developed the morphogenetic approach. This specifies how structural conditioning (which is temporally prior, relatively autonomous yet possessing causal powers) conditions social interaction, which in turn generates structural elaboration. That scheme of Structural Conditioning → Social Interaction → Structural Elaboration which crucially is stretched out over time, underlies all my work.

However, it was when I read Roy Bhaskar’s The Possibility of Naturalism (also 1979) and became involved with the nascent group of what came to be called ‘Critical Realists’, that the morphogenetic approach fully developed its ontology. All of this is spelt out in Realist Social Theory: The Morphogenetic Approach (CUP 1995). The hope in writing it was that this would provide a useful and useable framework for those conducting substantive research. All the same, within social theory in general, including Critical Realism which forms the basis of my own theorising, considerably more effort has been devoted to conceptualising how structural and cultural properties of society are transmitted to agents and condition their doings than has been given to the other side of the equation, namely how they are received and responded to by agents in return. It is this one-sidedness that I sought to redress in the following three books.

I maintain that realist social theory has adequately conceptualised how structural and cultural emergent properties impinge upon us; namely by shaping the situations in which we find ourselves, such that they have the capacity to operate inter alia as constraints and enablements. However, their powers as constraints and enablements require activation by agents. They only become causally efficacious in relation to individuals’ concerns in and about society - and what they seek to do to realise them. Yet, all of this presumes the active agent with his or her own distinctive properties and powers. Who are these agents? How do they acquire a sense of self, a personal identity and a social identity? These are the questions which are examined in Being Human: The Problem of Agency (CUP 2000).

Nevertheless, what had still been ignored was how agents, by virtue of their powers of reflexivity, deliberate about their social circumstances in relation to their personal concerns. Yet, this is the final link in the process through which structure is mediated by agency. I have ventured that the ‘how’ question is answered by reference to the ‘internal conversations’ conducted by all normal agents - in Structure, Agency and the Internal Conversation (CUP 2003). We survey constraints and enablements, under our own descriptions (which is the only way we can know anything), in conjunction with our ‘projects’, which were deliberatively defined to realise our concerns; and we adjust them into those practices that we conclude internally (and always fallibly) will enable us to do (and be) what we care about most in society.

The following volume, Making our way through the World: Human Reflexivity and Social Mobility (2007) examined  the fact that as generative mechanisms, different dominant modes of reflexivity have internal consequences for their practitioners and distinctive external consequences for society. Internally, the connections are tracked between practice of these different modalities and individual patterns of social mobility by interviewing subjects about their life histories. Links were established between practitioners of different modes of internal conversation and subjects’ respective social immobility, upward social mobility, and social volatility. 

The Reflexive Imperative (forthcoming 2011) goes on to maintain that millennial changes are increasingly re-shaping and distancing the social order from the parameters of Modernity. The global creation and geographical re-distribution of new opportunities (almost occluded by the current unilateral preoccupation with risk), coupled with migration, increasing education, and the proliferation of novel skills re-bound upon the nature of reflexivity itself, which cannot remain optional even if subjects’ (individual and collective) seek reproduction of the status quo. 

The shift towards the ‘socio-logic of opportunity’, which prompts this intensification of reflexivity also claims an increased proportion of victims – those experiencing the distress and disorientation of ‘fractured’ reflexivity. This is because the new logic of opportunity demands the continuous revision of personal projects, involving the successful monitoring of self, society and relations between them, and denies the establishment of an unchanging modus vivendi. In other words, the imperative to be reflexive intensifies with the demise of routine action – a decline that becomes precipitous once (partial) morphostasis gives way to the untrammeled morphogenesis, which increasingly characterises the shift towards one global system in the new millennium.

Globalisation is undoubtedly part and parcel of the millennial transformation of the social order, but it is not its generative mechanism. The leitmotif of contemporary commentators is to accentuate that ‘flows’ have replaced ‘structures’. What this crucially omits are the new structures that generate these detectable flows at a deeper ontological level. If the new millennium has truly begun to server its links with Modernity, we need to identify what is generating this radical disjunction. This will examined in From Modernity to the Morphogenetic Society – my current project at EPFL. 

 

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Social mobility: Rich rewards | The Economist

Social mobility: Rich rewards | The Economist | Higher Education, Social Mobility and Widening Participation | Scoop.it
"the people of Australia & Canada have twice the social mobility of their counterparts in America & Britain" http://t.co/igNGEnzJQZ
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Conference themes | The Centre for Inclusion and Collaborative Partnerships | Open University

Conference themes | The Centre for Inclusion and Collaborative Partnerships | Open University | Higher Education, Social Mobility and Widening Participation | Scoop.it
“RT @mannymadriaga: Conference themes | The Centre for Inclusion and Collaborative Partnerships | Open University http://t.co/WhU2LMGvcB”;
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2013: The Year Social Mobility Went Mainstream - Brookings Institution (blog)

2013: The Year Social Mobility Went Mainstream - Brookings Institution (blog) | Higher Education, Social Mobility and Widening Participation | Scoop.it
“2013: The Year Social Mobility Went Mainstream Brookings Institution (blog) This was the year that intergenerational social mobility broke out of the wonkosphere into mainstream political debate.”
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OneClick Digital and the Medrano Project: OER as Content, OER as Pedagogy (EDUCAUSE Review) | EDUCAUSE.edu

OneClick Digital and the Medrano Project: OER as Content, OER as Pedagogy (EDUCAUSE Review) | EDUCAUSE.edu | Higher Education, Social Mobility and Widening Participation | Scoop.it
EDUCAUSE Review Online
Julia Clarke's insight:

Epiphany 2 was the one I liked BUT how do we ensure that our students have the information literacy skills combined with intellectual curiosity about their discipline that they need to be real partners in curating their own learning resources?

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School curriculum and subject choice: the new battleground for social mobility

School curriculum and subject choice: the new battleground for social mobility | Higher Education, Social Mobility and Widening Participation | Scoop.it
One of the key features of our education system is that at certain points it gives students a choice about what they study. Perhaps the most obvious example is in post-16 education where they get t...
Julia Clarke's insight:
If we are going to have "choice" maybe all pupils should be required to take a mixture of academic and vocational subjects?
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WeSpeke for language exchange

WeSpeke for language exchange | Higher Education, Social Mobility and Widening Participation | Scoop.it
WeSpeke is a free and open global language platform and marketplace cultural exchange where users teach, learn and practice languages.

Via Nik Peachey
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Julia Clarke's comment, June 17, 2013 12:51 PM
Thanks Nik this looks really useful for students planning to do study abroad
Nalya Ovshieva's curator insight, June 27, 2013 5:33 AM

The global language platform is particularly useful for EFL students to overcome the psychological barrier and start using the language.

Nalya Ovshieva's comment, June 27, 2013 5:33 AM
The global language platform is particularly useful for EFL students to overcome the psychological barrier and start using the language.
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41% of college grads overqualified for what they do

41% of college grads overqualified for what they do | Higher Education, Social Mobility and Widening Participation | Scoop.it
As Class of '13 prepares to graduate, survey finds many in class of '11 and '12 still stuck in low-skill jobs.
Julia Clarke's insight:

The comments section here is interesting - not what you know, who you know is explicitly mentioned.

 

Overqualified not the same as overeducated - being over qualitified implies having invested more financially in your education.  But can one ever be overeducated, i.e., learnt too much?  I doubt it

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England should follow Scotland on access to university - The Independent

The Independent England should follow Scotland on access to university The Independent Finally we call for a more transparent system for allocating widening participation resource, by creating a 'student premium' of £1,000 which would paid to...
Julia Clarke's insight:

But is England actaully going in the reverse direction by taking ABB and above off quota?

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