Rethinking the subject of higher education: subjectivity, normativity and desire in student equity research

Abstract

In this paper, I reflect on three questions arising from my recent research on student equity in higher education and gender in education. These questions relate to the goals, focus and politics of student equity research in the context of a changing higher education landscape in Australia. The paper concludes with an argument for student equity scholarship cognisant of, yet independent from prevailing policy imperatives and discourses.

Keywords:

• higher education
• gender studies
• education policy

Acknowledgements

Thanks are due to the two anonymous reviewers of this paper for their invaluable feedback on an earlier version of this paper, and to Dr Kate McNeill for her comments on an early draft. I also acknowledge my colleagues on the Diversity Project team – Robyn Benson, Lesley Hewitt, Margaret Heagney, Glenda Crosling and research assistants, Cathi Flynn and Yolande McNicoll – the Director of Equity and Diversity at my home university, Kaye Gardiner, and the funding body, DEWR Higher Education Equity Support Program.