This book examines how heteronormativity in higher education can be interrupted and resisted. Located within the theoretical framework of queer and critical pedagogy and based on extensive empirical research, the author explores the dynamics of heteronormativity and its interruption on professional courses in a range of higher education institutions. Reactions to attempt to interrupt it were nuanced: while strategies of contested engagement, avoidance and retreat were expressed, heterosexualities were largely un-examined and un-articulated. ‘Coming out’ needs to be a pedagogical act, carried out concurrently with the interruptions of other social constructions and binary oppositions. The author calls for co-created and co-held meta-reflexive and liminal spaces that emphasise inter-subjectivity, encounters, and working in the moment. These spaces must de-construct and reconstruct pedagogical power and knowledge to promote collective intersubjective consciousnesses, and widen the vision of the reflective practitioner to that of the pedagogical practitioner. This pioneering book is a call to action to all those concerned with interrupting and problematising presumed binary categories of sexuality within the heterosexual matrix.

Aims to make visible the everyday, seemingly inconsequential ways in which classrooms become sites for the reinforcement of heteronormative ideologies and practices that inhibit student learning and student-teacher interactions; and to aid educators in identifying, and working with students to avoid marginalizaton in the classroom.

While hook-up culture on university campuses represents a part of the story, it is only part of the story. It is important to add to this and investigate the way the university itself brokers and seeks out specific forms of sexuality, sex, and connection amongst students. This booksheds light on how the university as an institution endorses certain forms of sociality, sexuality, and coupling, while excluding others. Building on extensive ethnographic fieldwork, this book furthers the discussion on the impact these institutional measures have on students, and how students work through and around them – while simultaneously establishing relations outside of and beyond hooking-up.

All universities have to produce plans to eliminate the gaps in access, success and participation of disadvantaged student in higher education, setting targets with regards to Global Majority, working class, disabled and student with mental health conditions. In this book, Mike Seal examines the terminology, theoretical debates and positions, identifies the causes of gaps, and evaluates proposed initiatives. He argues that there is an unexamined assumption that higher education is a 'good thing' materially and intellectually, which demonises those for whom this is questionable. The book also highlights the continuing structural and individual discrimination in terms of class, race and disability and a denial of the extent to which higher education is a cause of mental health issues and negative well-being. It uncovers unexamined 'assimilation' models in higher education that expects these students to abandon their culture and communities, despite students wanting to give back to these communities being a major extrinsic motivation, and to embrace a culture that will not embrace them. The book starts from the perspective that contemporary international higher education reproduces existing privileges, and the book goes on to argue that widening participation agendas should recognise the changing nature of academic life through a more inclusive, holistic approach. Seal argues that it is essential to include an informed understanding of how students position themselves in academia and how their identity and academic status is enabled and developed with the support of the university. In order to do this universities need to redefine their purpose and the nature of their relationships with the communities they purport to serve.

In recent years, gaps in college opportunities have contributed to diminished social mobility and are influenced by disparities in collegiate experiences. An integral part of the mission of colleges and universities is to advance student achievement and prepare students for a global society by fostering educational excellence and ensuring equal access. In order to provide equal educational opportunities, further study on the best practices to create a diverse and welcoming campus community for all faculty and students is required. The Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education examines specific case studies and stories from the field, analyzes the research breadth for supporting the creation of policies to foster equitable educational access, and studies higher education inclusive policies that promote leadership, social justice, and the health and well-being of faculty and students. The book also helps to alleviate and remedy issues of “historical privilege” with a lens on diversity and support through the creation of inclusive communities of equitable educational access. Covering a range of topics such as social justice, accessibility, and healthy student interactions, this reference work is ideal for academicians, researchers, scholars, practitioners, instructors, and students.

This open access book critiques real world learning across both the curriculum and extracurricular activities. Drawing on disciplines as diverse as business, health, fashion, sociology and geography, the editors and authors employ a cross-disciplinary approach to examine how this concept is being applied in higher education. Divided into three parts, the authors and contributors analyse broader applications of real world learning, student experience of practicing in a real world setting, and how learning strategies can be employed to engage students in real world learning. The editors and contributors provide up-to-date, cross-disciplinary and international insights into how real world learning could be integrated into the higher education curriculum to support effective, relevant and life-long learning for 21st century students.

Today’s institutions of higher education must continuously adapt to meet the evolving needs and expectations of each new generation of students. The LGBTQIA community’s presence in academia is significant and continues to grow. The individuals who identify with this community are four times more likely to attend higher education institutions away from home. However, a substantial proportion of these students remain unseen, with more than half avoiding exposure of their identity to faculty and staff, and in some cases even to their peers. LGBTQIA Students in Higher Education: Approaches to Student Identity and Policy is a comprehensive academic exploration of the intricate world of LGBTQIA students in higher education. This book sheds light on the multifaceted challenges and complexities that LGBTQIA students face, transcending the boundaries of sexual orientation, gender identity, race, ethnicity, ability, and socio-economic class.