Re/imagining widening participation: A praxis-based framework

Penny Jane Burke


This paper draws from a keynote I presented at the Equity Practitioners in Higher Education Australasia (EPHEA) conference held in Brisbane in November 2017. In this paper, I propose the significance of a praxis-based framework for reimagining widening participation, an argument I first set out in great length in my book The Right to Higher Education (Burke, 2012). This praxis-based framework has underpinned the development of the Centre of Excellence for Equity in Higher Education (CEEHE), based at the University of Newcastle, and the CEEHE Australian Writing Program (which is part of the International Writing Program), which supported the development of the papers included in this Special Issue of International Studies in Widening Participation.

Full Text:



Ball, S.J. (2012). Performativity, Commodification and Commitment: An I-Spy Guide to the Neoliberal University. British Journal of Educational Studies, 60(1): 17–28.

Barnett, P. (2011). Discussions Across Difference: Addressing the Affective Dimensions of Teaching Diverse Students About Diversity. Teaching in Higher Education, 16(6): 669–679.

Burke, P.J. (2002). Accessing Education: Effectively Widening Participation. Stoke-on-Trent: Trentham Books.

Burke, P.J. (2012). The Right to Higher Education: Beyond widening participation. London and New York: Routledge.

Burke, P.J. (2017). Difference in higher education pedagogies: Gender, emotion and shame. Gender and Education, 29(4): 430-444.

Burke, P.J., Bennett, A., Burgess, C., Gray, K., & Southgate, E. (2016). Capability, Belonging and Equity in Higher Education: Developing Inclusive Approaches. Newcastle, NSW: Centre of Excellence for Equity in Higher Education, The University of Newcastle.

Burke, P.J., Crozier, C., & L. Misiaszek, L. (2017). Changing Pedagogical Spaces in Higher Education: Diversity, Inequalities and Misrecognition. London: Routledge

Burke, P. J., Crozier, G., Read, B., Hall, J., Peat, J., & Francis, B. (2013). Formations of

gender and higher education pedagogies (GaP): Final report. London: Higher Education Academy.

Burke, P.J., & Lumb, M. (2018). Researching and evaluating equity and widening participation: Praxis-based frameworks. In P.J. Burke, A. Hayton and J. Stevenson (eds.), Evaluating Equity and Widening Participation in Higher Education (pp. 11-32). London: Trentham Books, UCL IoE Press.

Chawla, D., & Rodriguez. A. (2007). New Imaginations of Difference: On Teaching, Writing, and Culturing. Teaching in Higher Education, 12(5): 697–708.

Collins, P.H. (1990). Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Boston: Unwin Hyman.

Ellsworth, E. (1992). Why Doesn’t This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy. In C. Luke and J. Gore (eds.), Feminisms and Critical Pedagogy (pp. 90-119). London and New York: Routledge.

Erskine, R. (1995). A Gestalt Therapy Approach to Shame and Self-Righteousness: Theory and Methods. Integrative Psychotherapy Articles. Accessed January 29, 2017.

Fraser, N. (1997). Justice Interruptus: Critical Reflections on the ‘Postsocialist’ Condition. London and New York: Routledge.

Fraser, N. (2003). Social Justice in the Age of Identity Politics: Redistribution, Recognition and Participation. In N. Fraser and A. Honneth (eds.), Redistribution or Recognition? A Political-Philosophical Exchange (pp. 7–109). London: Verso.

Fraser, N. (2010). Scales of Justice: Reimagining Political Space in a Globalizing World. New York: Columbia University Press.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.

Freire, P. (2009). Pedagogy of Hope. London: Continuum.

Foucault, M. (1977). Discipline and Punish: The Birth of the Prison, trans. A. Sheridan. New York: Pantheon Books.

Jones, R., & Thomas, L. (2005). The 2003 UK Government Higher Education White Paper: A Critical Assessment of its Implications for the Access and Widening Participation Agenda. Journal of Education Policy, 20(5): 615– 30.

Lather, P. (1991). Getting Smart: Feminist Research and Pedagogy With/in the Postmodern. New York and London: Routledge.

Miller, J. (1995). Trick or Treat? The Autobiography of the Question. English Quarterly, 27(3): 22-26.

Miller, J. (1997). Autobiography in Research. Chicago: American Education Research Association.

Mirza, H. (2013). ‘A Second Skin’: Embodied Intersectionality, Transnationalism and Narratives of Identity and Belonging among Muslim Women in Britain. Women’s Studies International Forum, 36: 5–15.

Raphael Reed, L., Croudace, C., Harrison, N., Baxter, A., & Last, K. (2007). Young Participation in Higher Education: A Sociocultural Study of Educational Engagement in Bristol South Parliamentary Constituency. Research Summary. HEFCE-funded Study. Bristol: The University of the West of England.

Said, E. (1977). Orientalism. London: Penguin Books.

Scheff, T. (2014). The Ubiquity of Hidden Shame in Modernity. Cultural Sociology, 8(2): 129–141.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.


Banner image: Kira Jovanovski (2020), movement score 01 (detail): oil stick and acrylic on paper. Photograph by Kira Jovanovski. Cover image: Kira Jovanovski (2020), grunt_iteration 02 in the boughs and stamped: installation in University Gallery. Photograph by Jedidiah Cranfield. (c) the artist.





This journal is published on the lands of the Pambalong Clan of the Awabakal People.

ISSN 2653-245X