Struggles for access to and participation in higher education have a long history and continue to present challenges across a range of contexts. Access invites critical debates at the intersection of higher education and inequalities of international interest and significance.

Part of the journal’s project is to engage an increasing diversity of voices, perspectives, theories and methodologies, critique the practices of research, writing and publication, and disrupt dominant forms of representation of and in the field.

Access applies broad understandings of equity issues, which includes how class, dis/ability, gender, geography, faith, nation, race and sexuality intersect. The journal is committed to extending the scope of exploration around questions of access, equity and widening participation including but also beyond admissions and entry. The changing shape of higher education foregrounds concerns with its fundamental purpose as a public institution and raises significant questions about access to what forms of higher education and for whom.

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News

A New Special Issue on Space, time and precarity in higher education: Exploring configurations of power and inequality in precarious times

A new Reflection 'Refugees as questioning subjects: A critical reflection of PhD fieldworkinvolving refugees'

A new Viewpoint 'Australia’s moral, legal and policy obligations to include people with intellectual disabilities in higher education' is now available. 

CALL FOR PAPERS

2025-02-18

A call for papers is now open for a 2025 Special Issue, Evaluation for equity and justice.

The issue will be guest edited by Rhyall Gordon, Praxis Officer in the Centre of Excellence for Equity in Higher Education; Matt Lumb, Associate Director in the Centre of Excellence for Equity in Higher Education; James Ballangarry, Lecturer in Global Indigenous Studies at the Wollotuka Institute; and Monica McKenzie, Indigenous Evaluation Project Officer in the Office of Indigenous Strategy and Leadership UON. The editors invite contributions seeking to unearth inequalities present in evaluation practices. This may include, for example:

  • Research articles exploring theoretical and methodological innovations in justice-oriented evaluation. 

  • Empirical studies highlighting case studies, best practices, and lessons learned. 

  • Theoretical reflections on the politics of knowledge and the role of evaluation in challenging dominant value systems. 

  • Commentaries on emerging trends and future directions for the field of evaluation. 

  • Forms that represent marginalised or subjugated ways of knowing and/or communicating in relation to evaluation. 

  • Frameworks drawing on decolonial and feminist commitments to challenge Eurocentric and patriarchal norms, advocating for the validation of Indigenous and non-Western knowledge systems. 

The full call is available here

Vol. 12 No. 1 (2024): Radical disruptions: Regenerating care-full academic norms

Radical disruptions: Regenerating care-full academic norms is edited by Marie-Pierre Moreau and Genine Hook. 

This Special Issue of Access: Critical explorations of equity in higher education engages with academic cultures through the conceptual lens of care. Building on Joan Tronto’s encompassing definition of care, we understand care as ‘the set of activities by which we act to organise our world, so that we can live in it the best way possible’ (Tronto 2009, p. 14) and argue that academia represents a fruitful site to explore care work in its complexity and ambiguity...

This issue was supported by QR funding from Anglia Ruskin University

Published: 06.11.2024

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If you are interested in submitting to the journal, please read the focus and scope and then register with the journal. You can then log-in (left hand menu) and follow the instructions in the submissions section (about). Papers can be submitted for review at anytime.

Please contact ceehe@newcastle.edu.au with any questions.