Séances de la conférence

This session features papers that draw on empirical, theoretical, or methodological issues in the realm of Higher Education. Cross-listed with the Canadian Association of Sociology of Education (CASE).

This session features papers that draw on empirical, theoretical, or methodological issues in the realm of Higher Education. Cross-listed with the Canadian Association of Sociology of Education (CASE).

This session invited papers that draw on theoretical or empirical research to address the topic of challenging hate within educational institutions. We are interested in the work happening in educational institutions that seeks to promote just, democratic, and inclusive educational practices that centre on human flourishing and the success (in all aspects of the word) of students.  Cross-listed with the Canadian Association of Sociology of Education (CASE).

Since the 1990s, educational debates among Marxists, critical race scholars, and other educational theorists who address questions of race and class in society and education have been particularly contentious and virulent. Consequently, scholars who lay claim to working for a more just and equitable world have been unable to engage effectively with one another’s differences, limiting our capacity to leverage more effectively the important places where our respective scholarships intersect. A new anthology On Class, Race, and Educational Reform: Contested Perspectives gathers over 20 scholars—aligned with critical race theory, Marxism, intersectionality, critical ethnic studies, and other frameworks—to engage in collegial dialogue and debate over vital questions of educational reform and more. In this session, four of the contributors reflect on the issues raised in the volume, insights gained by their participation, and what this publishing initiative may offer for the future of progressive scholarship and community building. In addition, two discussants connect the volume to a Canadian context where Indigeneity, as well as race and class, are forefronted.

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This session is co-sponsored by the Canadian Society for the Study of Education. Join us in the afternoon for our related panel, Canadian and Comparative Perspectives on Race, Class, and Contested Frameworks in Education

In this session, we examine the implications of educational policy through the critical lens to understand how concepts such as access and equity manifest themselves in adult and higher education settings. Educational policy as text, discourse and actions of day-to-day people (Ball 1992, 2015; Lipsky, 2010) has been used to push for shifts and changes towards a more just and equitable world. The presentations in this session argue that while the intention of improving access to and student success in post-secondary education may be prevalent among those developing educational policy at higher educational institutions, the reality of equitable access and sustainable success remains elusive for those who still feel excluded from colleges and universities. Even for adults in community settings where informal education is more common and readily available, equitable access to adult education is often a struggle especially for those looking to work on their literacy and those who have recently arrived in Canada. By examining educational policy for adult and higher education through critical sociological lenses, we hope to highlight the importance of moving beyond simply aspirational educational policy into ensuing meaningful changes for those who have long been marginalized by various educational institutions in terms of access and success (Ahmed, 2007).