scholarly journals The Pedagogy of the Open Society: Knowledge and the Governance of Higher Education

2016 ◽  
Vol 41 (1) ◽  
Author(s):  
Kevin Callahan
Keyword(s):  
Higher Education ◽  
Open Society

Between Nationality and Class

1997 ◽  
Vol 67 (2) ◽  
pp. 188-208 ◽  
Author(s):  
Stanley Aronowitz
Keyword(s):  
Higher Education ◽  
United States ◽  
Social Mobility ◽  
Educational Opportunity ◽  
White Men ◽  
The United States ◽  
Racial Minorities ◽  
Open Society ◽  
The Poor ◽  
Democratic Norms

In this article, Stanley Aronowitz argues that "American" ideology contains two elements. First, the United States is believed to confer equality of opportunity on each citizen. Second, unlike other advanced industrial nations, the United States is considered an "open society" that allows and promotes social mobility. In this paradigm, racial minorities and women have the same chances to escape the ranks of the working poor as White men. Aronowitz uses a class-based analysis nested within ethnicity to expose the fallacy of this ideology. Since higher education is most often pointed to as a source of social mobility, Aronowitz focuses his argument on the meritocratic norms that are replacing democratic norms within higher education, and on the devolution of educational opportunity for the poor, working class, and racial minorities.

Introduction

2021 ◽  
pp. 1-14
Author(s):  
Christopher Martin
Keyword(s):  
Higher Education ◽  
Best Interests ◽  
Open Society ◽  
Education Systems ◽  
Higher Education Systems ◽  
Liberal Societies ◽  
Central Claim ◽  
The Way

This chapter provides an overview of the book’s central claim: that in a free and open society, higher education ought to be a right. It argues that prevailing anxiety about the distributive unfairness of higher education systems shifts needed attention away from a serious consideration of this possibility. However, that chapter also shows how justifying higher education as a right faces conceptual challenges, as well. First, arguments that set out to establish the importance of higher education often end up looking more like an argument in favour of what should be offered to all citizens on a compulsory basis. Second, arguments that set out to establish the general value of a higher education can end up making paternalistic conclusions about what is in citizens’ best interests. Meeting these two challenges, argues the author, can point the way toward a better understanding of why liberal societies should treat higher education as a right as opposed to a mere privilege.

Sweden, the Middle Way?

2020 ◽  
pp. 69-90
Author(s):  
Richard Breen ◽  
Jan O. Jonsson
Keyword(s):  
Higher Education ◽  
Market Economy ◽  
Social Mobility ◽  
Tertiary Education ◽  
Open Society ◽  
Men And Women ◽  
Strong Growth ◽  
Substantial Growth ◽  
Middle Way ◽  
Upper Secondary

Sweden was renowned for attempting a “middle way” between capitalism and socialism, with a market economy combined with ambitious policies for equalizing both opportunities and living conditions. Did this facilitate social mobility, and was equalization of educational attainment the mechanism behind it? We document increasing social mobility during a period of strong growth of higher class occupations, both for men and women, an increase that, however, tends to level off for cohorts born in the mid-1960s. We also verify that most of this development into a more socially open society was due to the equalization of educational outcomes. However, the very substantial growth of upper secondary and tertiary education also contributed, because this expansion meant that more people in younger cohorts received higher education where, in Sweden, the importance of social origin for class destinations is considerably weaker than at lower levels of education.

The Right to Higher Education

2021 ◽  
Author(s):  
Christopher Martin
Keyword(s):  
Higher Education ◽  
Civic Education ◽  
Personal Autonomy ◽  
Social Institution ◽  
Open Society ◽  
Educational Justice ◽  
Goods And Services ◽  
Full Life ◽  
The Individual ◽  
The Right

Is higher education a right, or a privilege? The author argues that all citizens in a free and open society should have an unconditional right to higher education. Such an education should be costless for the individual and open to everyone regardless of talent. A readiness and willingness to learn should be the only qualification. It should offer opportunities that benefit citizens with different interests and goals in life. And it should aim, as its foundational moral purpose, to help citizens from all walks of life live better, freer lives. Using concepts and ideas from liberal political philosophy, the author argues that access to educational goods and services is something to which all citizens have a right over a full life. Such goods, it is argued, play a key role in helping citizens realize self-determined goals. Higher education should therefore be understood as a basic social institution responsible for ensuring that all citizens can access such “autonomy-supporting” goods. The book examines the implications of this justification of the right to higher education for questions of educational justice, political authority, distributive justice, civic education, and personal autonomy.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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