Edited By Virginia Stead
(1) National Perspectives on Higher Education Admission Policy;
(2) Theoretical Approaches to Higher Education Admission Policy;
(3) Applicant Recruitment and Student Support Services in Higher Education; and
(4) Diversity and Equity in Higher Education Admission Policy Implementation.
This book's global chorus of professional experience, investigation, and insight is unprecedented in its breadth and depth, illuminating a rare swath of challenges and opportunities that Internet-sourced international higher education makes visible. Although each chapter is an independent research report, together they generate a new landscape for admission policy orientation, exploration, and activism. The sheer range of policies and organizational infrastructure will alert all readers to many complexities within the admissions process that remain invisible within single or multiple but similar cultural and political contexts.
Many of these authors have demonstrated courage along with their intellectual acumen in tackling politically sensitive, culturally taboo, and personally dangerous topics within their research. Theirs is a moving testimony to the global quest for fairness within the world of admission policy implementation and to the power of access to higher education. Together, we are determined to advance equitable admissions praxis within all institutions of higher learning and promising futures for all students.
32 Admission Policy as a Source of Equity in Higher Education: Lessons from Canadian Teacher Education
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Admission Policy as a Source of Equity in Higher Education
Lessons from Canadian Teacher Education
This research evolved from a deepening consciousness of the need for better relationships among students and teachers in our public school systems. What triggered this interest? The proliferation of patterns of failure that could only be reversed by the introduction of trustworthy teacher role models in every classroom, role models who reflect both the visible and invisible cultures that school children identify with. These cultures include, but are not limited to, their own ability, age, gender, religion, class, nationality, and ethnicity (Hollie, 2013; Stead, 2009, 2012). When these connections are made, school children trust, learn, and thrive. When they are absent, we end up with school-to-prison pipelines, homelessness, high levels of suicide, and unemployment, especially among multiply marginalized children such as lesbian aboriginal girls (Hesch, 2010) and gay black boys (Noguera, 2008). The problem thus becomes, “How might we best develop a pool of teacher role models who meet the learning needs of school children from multiple cultures?” The solution that I propose focuses on equitable admissions policy and the discussion that follows suggests some strategies for achieving that solution.
An Equitable Framework Trifecta
Three bodies of literature informed my research into equitable admissions policy: global education contexts, teacher education admissions, and educational policy implementation. This innovative theoretical approach suggested multiple analytical perspectives...
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