By Anthony Hudson.
For colleagues with an interest in widening access and participation to higher education, the recently published: Perspectives on Access to Higher Education: Practice and Research, will be of value.
Access education has been through many changes since its beginnings in the late 1960s. Recent shifts in the academic landscape including standardization, grading, and new tensions in higher education raise difficult questions for educators regarding the future of access education.
This book critically examines various aspects of Access education from a historical perspective. It proposes that there are particular ‘Access’ values that are shared by practitioners that can be at odds with the needs of higher education. Wider questions concerning funding and accountability underpinned by neoliberalism have also had an impact on Access education. The authors, practitioners and researchers of Access education, gather their insights in this timely book, grounded in authentic experience. They explore the ways in which policies and procedures have been developed in light of these tensions. By drawing particular attention to the voices of Access practitioners and highlighting the current constraints around curriculum design this book will prove invaluable for leaders, administrators, researchers and practitioners in further and higher education.
About the authors
Samantha Broadhead is Head of Research at Leeds Arts University, UK. She has previously published work on widening participation in art and design education and is the co-author of Practical Wisdom and Democratic Education: Phronesis, Art and Non-traditional Students (Palgrave).
Rosemarie Davies works with university partners in the development of degree and higher apprenticeships at The Skills Company, UK. For over 30 years she has worked extensively with a variety of universities at the interface between further education and higher education.
Anthony Hudson is a Research Manager at Continuum, the Centre for Widening Participation Policy Studies at the University of East London (UEL), UK and is currently undertaking doctoral research on the identity of Access to HE tutors.