Knowledge, Justice, and Equity

This chapter explores how systemic differences across schools in Australia contribute to equality or inequality in Indigenous students' learning opportunities, specifically access to the school curriculum needed to progress to university. Equitable access to the academic curriculum is particularly important for Indigenous students because they are impacted by a range of issues affecting school completion, achievement, and university participation. This research focuses on one aspect of the key transition from school to university, examining whether Indigenous students experience a greater range of challenges in gaining the prerequisite requirements for university study than other students of similar circumstances. In exploring these issues, the authors adopt a position of curricular and epistemic justice, arguing that “doing justice” with power-marginalized learners involves changing the basis for thinking about the nature of knowledge and how knowledge is valued.

Programas Integrales Urbano-Sociales PIUS y Casa Analco FABUAP. Dos proyectos en la periferia y el centro de la ciudad en búsqueda de la participación ciudadana

This work exemplifies a search for participation for the promotion of urban-architectural projects both in the center and in the periphery of a Mexican city such as Puebla, where twenty years ago few activities were developed in which the main actors were the inhabitants. Fortunately, in recent years it has been possible to carry out specific actions where participation is a key part of having a less technical vision on the part of architects, urban planners and heritage conservators.The first project is the Integral Urban Social Program in which, through a municipal action, an attempt was made to implement a participatory process in sectors considered to be of extreme poverty where municipal government programs tried to impact the areas called PIUS. An important part was the Participatory Design process that mobilized the main universities of the city through young architecture students to carry out a series of projects where the condition was to have contact with the communities.In the case of the Casa Analco project, a university initiative in the historic centre of the city in a very traditional neighbourhood (16th century) with problems of deterioration, abandonment and insecurity, with which the university-neighbourhood link is currently promoted and in where space has been the pretext to promote university participation in the rehabilitation of a building, but at the same time in a rapprochement with the neighbourhood.Through these two cases it is confirmed that it is possible to make participation possible through a process that must be adapted to each place, these experiences leave a series of reflections in different areas, from which a basic process can be broken down to encourage it through organization, promotion, awareness of the work team, knowledge of the place, time, evaluation, management and adaptability.

Understanding white working-class female experiences of progression into a UK Russell Group Institution

When looking at barriers to social mobility, the experience of white working-class females and the choices they make when applying to university is under-researched, though it is touched upon through intersections of gender, ethnicity and class. This paper presents findings from qualitative research with students who identified as white, working-class and female, studying at a London-based Russell Group university. It explores the barriers and enablers they experienced in making the decision to go to university. The analysis highlighted three factors: (1) Circumstances at home often influenced their decision, representing both barriers and motivators. (2) They experienced a lack of support from schools and support but minimal resources within their family. (3) Lack of self-belief merged with a desire to prove themselves influenced their actions. The findings of this research suggest that this group has needs and barriers which practitioners should consider when trying to encourage university participation. These include: strengthening support groups, articulating both the unusual journeys this group may take to university and the benefits of different journeys and courses in a salient way, helping them to feel like they belong at university before they start and encouraging them to ask for help.

International and Refugee University Students in Canada: Trends, Barriers, and the Future

This conceptual paper draws on a diverse selection of primary and secondary sources highlighting recent trends in international and refugee university student enrollments, participation, and outcomes in Canadian universities. Several key issues emerged through the analysis. First, refugee students and children of refugees have amongst the lowest participation and graduation rates in Canadian universities, due largely to language and literacy barriers and their status as first-generation postsecondary students (i.e., students whose parents did not attend postsecondary education). Second, although almost 60% of domestic university students are now female, international and refugee student enrollments remain male dominated. These disparities indicate that broader structural and sociocultural issues that impact university participation for members of certain groups and communities remain factors in university participation and completion. Implications for policy and practice conclude the paper.

Gifts as gains? The impact of volunteering on young people’s educational and occupational attainment in Australia

Volunteering is perceived as benefiting youth by facilitating university entry and access to better employment. However, little empirical evidence exists to show whether such perceptions are justified. Therefore, this article presents data on volunteering and attainment from a representative sample of Australians who were born around 1990 and participated in the Longitudinal Survey of Australian Youth between 2006 and 2016. Supplementing results of two-level hierarchical models involving person-year data with insights from several in-depth interviews, we argue that Bourdieu’s theory of social practice is a fruitful framework for understanding how volunteering affects university participation and occupational status of young people. Volunteering provides gains, but they are not large enough to view it as an instrumental means which young people use to advance their educational and employment prospects. Rather, volunteering can be considered as a form of cultural capital which is beneficial but enacted for reasons other than extrinsic rewards.

Social-economic aspects of German universities innovation activities

Under conditions of growing competitive pressure, a role of universities in the development of innovations at both national and regional levels increases. At the same time, there is a shift from the dominant cooperative ties between the state and the enterprises in an industrial society to the ties between the state and enterprises and universities in the knowledge society. This work performed characterization of Germany by the level of innovative development. 4 types of Regional Innovation Systems were identified: innovation core, strong business- innovators, clusters with high level of governmental support, innovation periphery. Further, the territory was investigated for the formation of the research and educational function of universities and 5 types of regions with different types of universities (leading, high, medium, underdeveloped and backward) were identified. An analysis of the laws governing university participation in innovation processes has shown that their innovation activity is formed under the influence of both the regional innovation environment and institutional factors. In the western part of the country, the nature of research activity of universities is driven mainly by their intensity of cooperation with businesses while in the eastern part it is determined by the level of state support for R & D.

Pelatihan Pemandu Wisata Bagi Siswa Jurusan Pariwisata Di SMKN 1 Batulayar Lombok Barat

Berkembang pariwisata di Nusa Tenggara Barat di tandai dengan pemberian anugrah destinasi wisata halal terbaik dunia, sudah menjadi kaharusan untuk menyiapkan SDM dibidang pariwisata dengan sungguh-sungguh sehingga SDM akan tetap mempertahankan anugrah tersebut. Salah satu bentuk partisifasi perguruan tinggi adalah dengan memberikan pembekalan dan pelatihan di masyarakat sekolah dan masyarakat pelaku wisata melalui kegiatan PKM. Tujuan PKM ini adalah melatih siswa jurusan pariwisata di SMK Negeri 1 Batulayar Lombok Barat untuk menjadi pemandu wisata. Kegiatan ini dilakukan di SKM Negeri 1 batu layar Metode kegiatan adalah cermah, diskusi dan praltik dengan tahapan pemberian materi, praktik, pendampingan dan evaluasi. Hasil dari kegiatan ini adalah pengetahuan dan pemahaman siswa meningkat tentang menjadi pemandu pariwisata, keterampilan-keterampilan dalam memandu meningkat dilihat dari kemampuan mereka dalam menerapkan strategi-strategi pemandu wisata yang profesional. Meskipun ada peningkatan sebagai calon pemandu para siswa masih kekuranga dalam berkomunikasi menggunakan bahasa inggris, sehingga kedepan perlu adanya pelatihan dan pendampingan lebih banyak, sehingga saat mereka lulus dari sekolah mereka siap menjadi pemandu yang profesional.Tour Guide Training for Tourism Department Students at SMKN 1 Batulayar West LombokAbstractThe development of tourism in West Nusa Tenggara is marked by the awarding of the best halal tourist destination in the world, it has become a necessity to prepare HR in the tourism sector seriously so that HR will continue to maintain the gift. One form of university participation is to provide training and training in the school community and tourism community through PKM activities. The purpose of this PKM is to train students majoring in tourism at SMK Negeri 1 Batulayar West Lombok to become a tour guide. This activity was carried out in SKM Negeri 1 Batu Layar. The method of activity was a reflection, discussion and practice with the stages of providing material, practice, assistance and evaluation. The results of this activity are increased students' knowledge and understanding about becoming a tourism guide, and the skills in guiding are increasing in terms of their abilities to implement professional tour guide strategies. Although there are improvements as prospective guides students still lack communication in using English, so in the future there needs to be more training and mentoring, so that when they graduate from school they are ready to become professional guides.