Inclusion policies for social minorities in higher education: dialogue between the Brazilian and Nordic contexts
This article examines the impact of socially constructed meanings regarding social minorities on the development of inclusion policies for these groups in higher education. This analysis is based on a comparative case study between Global South and Global North, specifically focusing on a dialogue b...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-01-01
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| Series: | Nordic Journal of Studies in Educational Policy |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/20020317.2024.2382349 |
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| author | Murilo Anjos Fillipe de Queiroz Larissa Porto Cristiana Kaipper Vívian Volkmer Pontes Giuseppina Marsico |
| author_facet | Murilo Anjos Fillipe de Queiroz Larissa Porto Cristiana Kaipper Vívian Volkmer Pontes Giuseppina Marsico |
| author_sort | Murilo Anjos |
| collection | DOAJ |
| description | This article examines the impact of socially constructed meanings regarding social minorities on the development of inclusion policies for these groups in higher education. This analysis is based on a comparative case study between Global South and Global North, specifically focusing on a dialogue between Brazil and Nordic contexts. Social minorities, such as women, the impoverished, black people, LGBTQIA+ people, immigrants and people with disabilities, are more likely to be socially underserved, making them more susceptible to adverse experiences. From this perspective, we analyse the definitions and characteristics currently applied to social minorities and reflect on how these traits function in the field of higher education in order to support student inclusion. Using a theoretical approach from Semiotic Cultural Psychology, we examine the current political landscape and how socially constructed meanings related to these groups influence the development of inclusion policies. These debates reflect an overriding need to reimagine higher education as an arena for inclusion and critical thinking, not only fostering access for social minorities, but also ensuring such debates continue within academia, and, therefore, within society. |
| format | Article |
| id | doaj-art-075049b790ea433eb32f255459baa33d |
| institution | DOAJ |
| issn | 2002-0317 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Nordic Journal of Studies in Educational Policy |
| spelling | doaj-art-075049b790ea433eb32f255459baa33d2025-08-20T03:06:47ZengTaylor & Francis GroupNordic Journal of Studies in Educational Policy2002-03172025-01-01111515810.1080/20020317.2024.2382349Inclusion policies for social minorities in higher education: dialogue between the Brazilian and Nordic contextsMurilo Anjos0Fillipe de Queiroz1Larissa Porto2Cristiana Kaipper3Vívian Volkmer Pontes4Giuseppina Marsico5Instituto de Psicologia, Federal University of Bahia, Salvador, BrazilInstituto de Psicologia, Federal University of Bahia, Salvador, BrazilInstituto de Psicologia, Federal University of Bahia, Salvador, BrazilInstituto de Psicologia, Federal University of Bahia, Salvador, BrazilInstituto de Psicologia, Federal University of Bahia, Salvador, BrazilDISUFF, University of Salerno, Fisciano, ItalyThis article examines the impact of socially constructed meanings regarding social minorities on the development of inclusion policies for these groups in higher education. This analysis is based on a comparative case study between Global South and Global North, specifically focusing on a dialogue between Brazil and Nordic contexts. Social minorities, such as women, the impoverished, black people, LGBTQIA+ people, immigrants and people with disabilities, are more likely to be socially underserved, making them more susceptible to adverse experiences. From this perspective, we analyse the definitions and characteristics currently applied to social minorities and reflect on how these traits function in the field of higher education in order to support student inclusion. Using a theoretical approach from Semiotic Cultural Psychology, we examine the current political landscape and how socially constructed meanings related to these groups influence the development of inclusion policies. These debates reflect an overriding need to reimagine higher education as an arena for inclusion and critical thinking, not only fostering access for social minorities, but also ensuring such debates continue within academia, and, therefore, within society.https://www.tandfonline.com/doi/10.1080/20020317.2024.2382349Inclusionsocial minoritiespolicieshigher education |
| spellingShingle | Murilo Anjos Fillipe de Queiroz Larissa Porto Cristiana Kaipper Vívian Volkmer Pontes Giuseppina Marsico Inclusion policies for social minorities in higher education: dialogue between the Brazilian and Nordic contexts Nordic Journal of Studies in Educational Policy Inclusion social minorities policies higher education |
| title | Inclusion policies for social minorities in higher education: dialogue between the Brazilian and Nordic contexts |
| title_full | Inclusion policies for social minorities in higher education: dialogue between the Brazilian and Nordic contexts |
| title_fullStr | Inclusion policies for social minorities in higher education: dialogue between the Brazilian and Nordic contexts |
| title_full_unstemmed | Inclusion policies for social minorities in higher education: dialogue between the Brazilian and Nordic contexts |
| title_short | Inclusion policies for social minorities in higher education: dialogue between the Brazilian and Nordic contexts |
| title_sort | inclusion policies for social minorities in higher education dialogue between the brazilian and nordic contexts |
| topic | Inclusion social minorities policies higher education |
| url | https://www.tandfonline.com/doi/10.1080/20020317.2024.2382349 |
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