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Inclusivity and exclusivity are two concepts that are often discussed in the context of higher education. On the one hand, inclusivity refers to the idea that all students, regardless of their background, should have access to higher education and be able to participate fully in the learning process. On the other hand, exclusivity refers to the idea that higher education is a privilege reserved for a select few and that some students are more deserving of this privilege than others. We will explore the dichotomy between inclusivity and exclusivity in higher education, and will draw upon the perspectives of various thinkers and theories to provide a comprehensive understanding of this complex issue.
Inclusivity in higher education refers to the idea that everyone should have equal access to educational opportunities, regardless of their socioeconomic status, race, ethnicity, gender, or any other identity factor. The idea of inclusivity can be traced back to the Civil Rights movement, where activists fought for equal access to education for all students. In recent years, this idea has gained renewed attention with the growing recognition of the need for diversity and inclusion in higher education.
One prominent thinker who has contributed to the discourse on inclusivity in higher education is "bell hooks". In her book "Teaching to Transgress," hooks argues that inclusivity is crucial for effective teaching and learning. She notes that a classroom that is inclusive and welcoming to students from diverse backgrounds can facilitate open and honest dialogue, challenge assumptions, and promote critical thinking. Moreover, an inclusive classroom can foster a sense of community and belonging, which can improve student engagement and retention.
Another influential theorist who has contributed to the discourse on inclusivity in higher education is Paulo Freire. In his seminal work, "Pedagogy of the Oppressed," Freire argues that education is a key tool for liberation and social change. He emphasizes the importance of education that is grounded in the experiences and perspectives of students, and that is designed to empower them to take an active role in their own learning. This approach to education is rooted in the idea of inclusivity, as it recognizes the value and potential of all students, regardless of their background.
What is Exclusivity in Higher Education, then?
Exclusivity in higher education refers to the idea that higher education is a privilege reserved for a select few. This idea is often reinforced by admissions criteria that favor students from privileged backgrounds, such as those who attended prestigious high schools or who have access to resources that facilitate academic success. The idea of exclusivity in higher education is not new, and has long been associated with the idea of a "gentleman's education" or an education reserved for the elite.
One thinker who has addressed the issue of exclusivity in higher education is Michel Foucault. In his book "Discipline and Punish," Foucault argues that institutions such as prisons and schools are designed to maintain social order and reinforce existing power structures. He notes that institutions like universities are designed to produce a particular kind of knowledge, which reinforces the status quo and perpetuates existing power relations. This perspective highlights the ways in which exclusivity in higher education can reinforce social hierarchies and limit opportunities for marginalized groups.
Another known theorist who has addressed the issue of exclusivity in higher education is Pierre Bourdieu. In his book "Distinction," Bourdieu argues that cultural capital, or knowledge and experiences that are valued in society, plays a crucial role in determining one's social position. He notes that cultural capital is often acquired through experiences such as attending prestigious schools or having access to highbrow cultural activities. This perspective highlights the ways in which exclusivity in higher education can reinforce existing social inequalities, as it privileges those who already have access to cultural capital.
In conclusion, the dichotomy between inclusivity and exclusivity in higher education is a complex and multifaceted issue that has been discussed by various thinkers and theorists. While inclusivity in higher education is crucial for ensuring that all students have equal access to educational opportunities, exclusivity in higher education can reinforce existing social hierarchies and limit opportunities for marginalized groups. The perspectives of thinkers such as "bell "hooks, Paulo Freire, Michel Foucault, and Pierre Bourdieu provide valuable insights into the ways in which inclusivity and exclusivity can impact the learning environment and the social and cultural context in which it exists.
As we continue to grapple with this dichotomy, it is essential that we work to create educational environments that are inclusive, equitable, and empower all students to reach their full potential.
