Anna Bennett

Bio: Anna Bennett is an academic researcher from University of Newcastle. The author has contributed to research in topics: Higher education & Equity (economics). The author has an hindex of 9, co-authored 21 publications receiving 270 citations.

Re/conceptualising time and temporality: an exploration of time in higher education

Abstract: In this paper we deconstruct hegemonic conceptions of time in higher education. Drawing on a recent project, we argue that limiting assumptions about time dominate notions of student capability and...

Pedagogies of care, care-full epistemological practice and ‘other’ caring subjectivities in enabling education

Abstract: This article explores and conceptualises the emergent and historic presence of a feminised pedagogical praxis in Australian Enabling (university access) programs. Analysing a participatory project at a regional university that sought to map these pedagogies, it specifically aims to visibilise the complexities of careful pedagogical practices which challenge deficit and assimilationist renditions of equity and inclusion, and which foster the possibilities for re-narrativisations of self, community and other. Such pedagogical practices not only develop ethics and practices of care but foreground careful recognition of the epistemological contributions of subjects from non-traditional backgrounds. These pedagogies of difference and other pedagogical subjectivities are situated within a broader context in which hegemonic careless masculinities render these transformative feminised pedagogies invisibilised, devalued and denigrated. Our paper concludes with suggestions for the ways in which these pedago...

Experiences of medical students who are first in family to attend university.

Abstract: Context Students from backgrounds of low socio-economic status (SES) or who are first in family to attend university (FiF) are under-represented in medicine. Research has focused on these students’ pre-admission perceptions of medicine, rather than on their lived experience as medical students. Such research is necessary to monitor and understand the potential perpetuation of disadvantage within medical schools. Objectives This study drew on the theory of Bourdieu to explore FiF students’ experiences at one Australian medical school, aiming to identify any barriers faced and inform strategies for equity. Methods Twenty-two FiF students were interviewed about their backgrounds, expectations and experiences of medical school. Interviews were recorded, transcribed and analysed thematically. Findings illustrate the influence and interaction of Bourdieu's principal forms of capital (social, economic and cultural) in FiF students’ experiences. Results The absence of health professionals within participants’ networks (social capital) was experienced as a barrier to connecting with fellow students and accessing placements. Financial concerns were common among interviewees who juggled paid work with study and worried about expenses associated with the medical programme. Finally, participants’ ‘medical student’ status provided access to new forms of cultural capital, a transition that was received with some ambivalence by participants themselves and their existing social networks. Conclusions This study revealed the gaps between the forms of capital valued in medical education and those accessible to FiF students. Admitting more students from diverse backgrounds is only one part of the solution; widening participation strategies need to address challenges for FiF students during medical school and should enable students to retain, rather than subdue, their existing, diverse forms of social and cultural capital. Embracing the diversity sought in admissions is likely to benefit student learning, as well as the communities graduates will serve. Change must ideally go beyond medical programmes to address medical culture itself.

In the anytime: Flexible time structures, student experience and temporal equity in higher education:

Abstract: Time is often taken-for-granted as abstract and constant, even though the lives we lead are always changing within the context of time and because of time. In this paper, we explore the hidden chal...

Excavating widening participation policy in Australian higher education: subject positions, representational effects, emotion

Abstract: This article uses Foucauldian discourse analysis to identify two subject positions within Australia's Widening Participation higher education policy. Purpose The massification of higher education is a definitive feature of the late twentieth century. Widening Participation (WP) policy is a recent manifestation of this phenomenon in Britain and Australia. This article uses Foucauldian discourse analysis to identify two subject positions within Australian WP higher education policy, that of the cap(able) individual and the proper aspirant. The article also traces the feeling-rules associated with these subject positions to ask critical questions about neo-liberal social justice. Design/methodology/approach A Foucauldian discourse analysis was conducted on a range of policy documents relating the higher education during the period 2008-2013. Using Bacchi’s (2012) ‘what is the problem represented to be?’ (WPR) approach, two subject positions and their attendant feeling-rules are identified. Findings The two subject positions, the cap(able) individual and the proper aspirant, represent a quintessential neo-liberal subject who possesses ‘natural’ ability, hope for social mobility and is highly individualised and entrepreneurial in disposition. As a reinvention of social justice approaches to higher education, WP has wide emotional and common sense appeal derived from its links into older discourses on social justice, meritocracy and the redemptive promise of education and childhood hope. A new neo-liberal appropriation of social justice, WP neglects critical historical, social and contextual factors related to educational inequity.

Distinction: A Social Critique of the Judgement of Taste

Abstract: By Pierre Bourdieu (London: Routledge, 2010), xxx + 607 pp. £15.99 paper. A combination of social theory, statistical data, illustrations, and interviews, Distinction: A Social Critique of the Judg...

Difference and Repetition

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The Politics of Recognition

Abstract: In recent decades, struggles for recognition have increasingly dominated the political landscape.1 Recognition theorists such as Charles Taylor (1994) and Axel Honneth (1995) seek to interpret and justify these struggles through the idea that our identity is shaped, at least partly, by our relations with other people. Because our identity is shaped in this way, it is alleged that feelings of self-worth, self-respect and self-esteem are possible only if we are positively recognised for who we are. Consequently, for many political theorists, recognition is an integral component of a satisfactory modern theory of justice, as well as the means by which both historical and contemporary political struggles can be understood and justified.

Evidence-based Policy: A Realist Perspective

Abstract: Author Ray Pawson presents a devastating critique of the dominant approach to systematic review namely the 'meta-analytic' approach as sponsored by the Cochrane and Campbell collaborations. In its place is commended an approach that he terms 'realist synthesis'. On this vision, the real purpose of systematic review is better to understand program theory, so that policies Author Ray Pawson presents a devastating critique of the dominant approach to systematic review namely the 'meta-analytic' approach as sponsored by the Cochrane and Campbell collaborations. In its place is commended an approach that he terms 'realist synthesis'. On this vision, the real purpose of systematic review is better to understand program theory, so that policies can be properly targeted and developed to counter an ever-changing landscape of social problems. The book will be essential reading for all those who loved (or loathed) the arguments developed in Realistic Evaluation (Sage, 1997). It offers a complete blueprint for research synthesis, supported by detailed illustrations and worked examples from across the policy waterfront.