Neil Harrison – författare

Drawing on examples from nine countries across five continents, this book offers anyone interested in the future of higher education the opportunity to understand how communities become marginalised and how this impacts on their access to learning and their ability to thrive as students.

Focusing on groups that suffer directly through discriminatory practices or indirectly through distinct forms of sociocultural disadvantage, this book brings to light communities about which little has been written and where research efforts are in their relative infancy. Each chapter documents the experiences of a group and provides insights that have a wider reach and gives voice to those that are often unheard. The book concludes with a new conceptualisation of the social forces that lead to marginalisation in higher education.

This cutting-edge book is a must read for higher education researchers, policy makers, and students interested in access to education, sociology of education, development studies, and cultural studies.

Drawing on examples from nine countries across five continents, this book offers anyone interested in the future of higher education the opportunity to understand how communities become marginalised and how this impacts on their access to learning and their ability to thrive as students.

Focusing on groups that suffer directly through discriminatory practices or indirectly through distinct forms of sociocultural disadvantage, this book brings to light communities about which little has been written and where research efforts are in their relative infancy. Each chapter documents the experiences of a group and provides insights that have a wider reach and gives voice to those that are often unheard. The book concludes with a new conceptualisation of the social forces that lead to marginalisation in higher education.

This cutting-edge book is a must read for higher education researchers, policy makers, and students interested in access to education, sociology of education, development studies, and cultural studies.

Sustainable development is the central challenge of the 21st Century. How can human civilization continue to develop without destroying the natural systems on which it depends?Environmentalists tell us that capitalism is the problem because it feeds our self-interest. They tell us that we have to restrain ourselves and only consume what the Earth can sustain. Or governments must tell us what we can and cannot buy. This book uses the science of complex systems to explain why governments cannot deliver sustainability or happiness and how self-interest can be used to make society sustainable.

Capitalism won the Cold War; until the Great Recession of 2008, it seemed to be the perfect system. But more of us are unhappy even as it has ravaged the planet. The central problem is the paradigm on which our social systems are founded that more (consumption, production, possessions) is always better. Based on research from political economy, philosophy, and psychology, this book shows that the problem is not self-interest. We are unhappy because we have been taught that our interests are material and that buying ''stuff'' will make us happy. Yet, social pressure to consume only prevents us from satisfying our basic psychological needs and fully enjoying life. For that we need to pursue our personal well-being. Because this also reduces our material consumption, environmental sustainability comes from each of us knowing what''s truly good for our selves. Even without the constant economic growth that harms the planet and damages our lives, capitalism also is sustainable. This book will be of interest to scholars and students of sustainability;civil societyactivists and social entrepreneurs; thought leaders and policymakers.

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Sustainable development is the central challenge of the 21st Century. How can human civilization continue to develop without destroying the natural systems on which it depends?Environmentalists tell us that capitalism is the problem because it feeds our self-interest. They tell us that we have to restrain ourselves and only consume what the Earth can sustain. Or governments must tell us what we can and cannot buy. This book uses the science of complex systems to explain why governments cannot deliver sustainability or happiness and how self-interest can be used to make society sustainable.

Capitalism won the Cold War; until the Great Recession of 2008, it seemed to be the perfect system. But more of us are unhappy even as it has ravaged the planet. The central problem is the paradigm on which our social systems are founded that more (consumption, production, possessions) is always better. Based on research from political economy, philosophy, and psychology, this book shows that the problem is not self-interest. We are unhappy because we have been taught that our interests are material and that buying ''stuff'' will make us happy. Yet, social pressure to consume only prevents us from satisfying our basic psychological needs and fully enjoying life. For that we need to pursue our personal well-being. Because this also reduces our material consumption, environmental sustainability comes from each of us knowing what''s truly good for our selves. Even without the constant economic growth that harms the planet and damages our lives, capitalism also is sustainable. This book will be of interest to scholars and students of sustainability;civil societyactivists and social entrepreneurs; thought leaders and policymakers.

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How do we understand and explain who has access to higher education? How do we make sense of persisting and new forms of inequality? How can global, national and institutional policymakers and practitioners make higher education more inclusive? Access to Higher Education: Theoretical perspectives and contemporary challenges seeks to update thinking on these questions, combining new voices and emerging perspectives with established writers in the field.

This pioneering text highlights the contribution of social theory to issues of access to education, with chapters introducing and drawing on the works of key interdisciplinary thinkers including Pierre Bourdieu, Margaret Archer, Amartya Sen and Herbert Simon. It then moves to examines how theoretical perspectives can be applied to the contemporary challenges of forging more equal access, with examples drawn from a wide range of contexts, including the UK, the US, Australia, South Africa and Japan.

Global in scope, this book documents the shared nature of the access challenge in a period when higher education is growing rapidly, but inequalities continue to be stark. It concludes by proposing a new direction for research and a reassertion of the role of the researcher as a social activist for disconnected and disadvantaged groups, equipped with the thinking tools needed to move the agenda forward.

Access to Higher Education is a rigorous text for the global research community, with relevance to policymakers, practitioners and postgraduate students interested in social justice and social policy. It provides those with an academic interest in access and a commitment to enhancing policy with theoretical and practical ideas for moving the access agenda forward in their institutional, regional or national contexts.

How do we understand and explain who has access to higher education? How do we make sense of persisting and new forms of inequality? How can global, national and institutional policymakers and practitioners make higher education more inclusive? Access to Higher Education: Theoretical perspectives and contemporary challenges seeks to update thinking on these questions, combining new voices and emerging perspectives with established writers in the field.

This pioneering text highlights the contribution of social theory to issues of access to education, with chapters introducing and drawing on the works of key interdisciplinary thinkers including Pierre Bourdieu, Margaret Archer, Amartya Sen and Herbert Simon. It then moves to examines how theoretical perspectives can be applied to the contemporary challenges of forging more equal access, with examples drawn from a wide range of contexts, including the UK, the US, Australia, South Africa and Japan.

Global in scope, this book documents the shared nature of the access challenge in a period when higher education is growing rapidly, but inequalities continue to be stark. It concludes by proposing a new direction for research and a reassertion of the role of the researcher as a social activist for disconnected and disadvantaged groups, equipped with the thinking tools needed to move the agenda forward.

Access to Higher Education is a rigorous text for the global research community, with relevance to policymakers, practitioners and postgraduate students interested in social justice and social policy. It provides those with an academic interest in access and a commitment to enhancing policy with theoretical and practical ideas for moving the access agenda forward in their institutional, regional or national contexts.