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Neoliberal discourses on equality in higher education: Comparative perspectives from India and Malaysia

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Abstract:

The transition from the post-War welfare states to the neo-liberal modes of governance has been accompanied by changing and contested discourses as to what constitutes ‘equality’ in different democratic societies. Though there have always been disagreements over the definitions and focus of equality, today new groups are claiming exclusion and demanding inclusion, altering the discourse of equality within the democratic societies. This has resulted in direct confrontations between various groups, primarily between those included and those excluded; those claiming exclusion and those demanding inclusion. The paper thus aims to discuss the discourses particular in the realm of higher education in three democratic societies where the basis and understanding of equality is different – caste based Indian society, ethnicity based Malaysian society and class and race based United Kingdom. It will specifically focus on the effects and implications of formal labelling and how these labels have often subsumed and camouflaged the emerging inequalities in higher education and the society. It would also keep in its frame as to how the effects of neo-liberalism have caused changes to policies and institutions and to the groups themselves. The paper is based on the review of policy documents and data collected through field work in these three countries in various stages for varying periods between 2005 and 2009. The author primarily intends to present a comparative policy analysis and draw implications for multicultural democratic societies through this paper.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493703_index.html
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MLA Citation:

Srungarapu, Srinivasa. "Neoliberal discourses on equality in higher education: Comparative perspectives from India and Malaysia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493703_index.html>

APA Citation:

Srungarapu, S. R. , 2011-04-30 "Neoliberal discourses on equality in higher education: Comparative perspectives from India and Malaysia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493703_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The transition from the post-War welfare states to the neo-liberal modes of governance has been accompanied by changing and contested discourses as to what constitutes ‘equality’ in different democratic societies. Though there have always been disagreements over the definitions and focus of equality, today new groups are claiming exclusion and demanding inclusion, altering the discourse of equality within the democratic societies. This has resulted in direct confrontations between various groups, primarily between those included and those excluded; those claiming exclusion and those demanding inclusion. The paper thus aims to discuss the discourses particular in the realm of higher education in three democratic societies where the basis and understanding of equality is different – caste based Indian society, ethnicity based Malaysian society and class and race based United Kingdom. It will specifically focus on the effects and implications of formal labelling and how these labels have often subsumed and camouflaged the emerging inequalities in higher education and the society. It would also keep in its frame as to how the effects of neo-liberalism have caused changes to policies and institutions and to the groups themselves. The paper is based on the review of policy documents and data collected through field work in these three countries in various stages for varying periods between 2005 and 2009. The author primarily intends to present a comparative policy analysis and draw implications for multicultural democratic societies through this paper.


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