By Ted Fleming, Andrew Loxley, Fergal Finnegan

This ebook explores the entry and participation matters current inside of better schooling in eire. It examines coverage, pedagogy and practices relating to widening participation and records the growth and demanding situations encountered in furthering the ‘access time table’ during the last 20 years. entry has develop into a vital part of the way larger schooling knows itself and the way it explains the worth of what it does for society as an entire. bettering entry to schooling strengthens social harmony, lessens inequality, promises the long run energy of tertiary associations and guarantees fiscal competitiveness and suppleness within the period of the “Knowledge established Economy”. supplying a coherent, severe account of contemporary advancements in Irish better schooling and the results for Irish society as a complete, this publication is key for these concerned either in discovering the sector and in larger schooling itself.

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Non-manual E. Manual skilled F. Semi-skilled G. Unskilled H. Own account workers I. Farmers J. 0 Source: Clancy (1982, 1988) Clancy and Wall (2000), O’Connell et al. (2006). groups who had traditionally “availed of the facilities”, rather than a widening; that is, drawing in of those who had not (HEA 2006; McCoy and Smyth 2011; McCoy et al. 2010; Loxley and Kearns 2012). However, the problematic “who” in this context was mostly framed by policy makers in terms of the “equity groups”. NAMING AND PARTS: WHAT IS ACCESS EXACTLY HOW WIDE IS IT?

Access policy and practice operate within these contexts and one could argue that in many ways these contexts, while encouraging wider participation and access, also operate as barriers to this progress. Access also depends on social and institutional arrangements especially the relationship between the market and the state. With the rise of 32 T. FLEMING ET AL. neoliberalism and the unravelling of social democracy internationally, the organisation of the state/market in nation states has changed and so has the relationship with transnational corporations and other international bodies.

Rather than seeing the university as a collection of disparate departments and faculties and schools and centres, there is a unifying theme suggested by Habermas as a lifeworld. The university according to Habermas carries out the functions of socialisation, critical transmission of culture, political consciousness and social integration. As Ostovich summarises that “the university is a rational society, then, where reason is understood as communicative praxis and society is understood as lifeworld” (Ostovich 1995, p.

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