Widening postsecondary participation in the era of nationalism: A comparative policy analysis of Brazil, Great Britain, and the United States.

• In Event: The interrelations among domestic and international geopolitical contexts affecting university policies

Proposal

Across global contexts, advancing social equity and inclusion remain as significant challenges for nation-state leaders and policymakers (OECD, 2018; UNESCO, 2015). Further complicating progress is the continuing geopolitical movement towards nationalist agendas anchored by hostility for increasing diversity and multiculturalism (Green, Apuzzo, and Benner, 2018; Faiola and Lopez, 2018; Ozkirimli, 2017). Notable examples include the Brexit vote in Great Britain, the rise of the Donald Trump Presidency in the United States, and, most recently, the ascension of far-right presidential candidate Jair Bolsonaro in Brazil, the largest democracy in Latin America. Douglass (2017) suggests that support for nationalism stems from resentment towards declining political power and social status among populations advantaged by traditional sociopolitical and economic structures.

As highly visible social institutions, colleges and universities often serve as a target for the amplification of nationalist ideologies. In particular, progressive policies to widen postsecondary participation are challenged despite evidence of limited access and opportunity for minoritized populations (Altbach, 2016; Baber & Lindsay, 2008 ). At best, institutions are forced to converge equity efforts with neoliberal principles of efficiency and material well-being. At worst, university leaders abandon equity efforts in the face of political, legal, or financial threats. The purpose of this presentation is to consider the status of widening participation policies in the era of nationalism across three contexts – Brazil, Great Britain, and the United States. Specifically, I will (1) briefly trace the historical development of national policies aimed at widening participation across diverse demographic populations; (2) Compare the contemporary threats of nationalist movements to increasing diversity in postsecondary enrollment; (3) Consider influence of sociopolitical realities on the future of national efforts to widen postsecondary enrollment and success.

References

Altbach, P. G. (2016). Global perspectives on higher education. Johns Hopkins Press.

Baber, L. D., & Lindsay, B. (2006). Analytical reflections on access in English higher education: Transnational lessons across the pond. Research in Comparative and International Education, 1(2), 146-155.

Douglass, J. (November 20, 2017). Nationalism and the future of higher education. Remarks at conference celebrating 60th anniversary Center for Studies in Higher Education at the University of California-Berkeley. Available on-line at http://news.berkeley.edu/berkeley_blog/nationalism-and-the-future-of-higher-education/

Faiola, A. and Lopez, M. (October 4, 2018). ‘Just like Trump’: Bolsonaro leads Brazil’s presidential race with right-wing populist pitch. Washington Post. Available on-line at https://www.washingtonpost.com/world/the_americas/just-like-trump-bolsonaro-leads-brazils-presidential-race-with-right-wing-populist-pitch/2018/10/04/c4ba3728-c65c-11e8-9c0f-2ffaf6d422aa_story.html?utm_term=.7615e4aed1ef

Green, E.L., Apuzzo, M., and Benner, K. (July 3, 2018). Trump officials reverse Obama’s policy on affirmative action in schools. New York Times, Available on-line at https://www.nytimes.com/2018/07/03/us/politics/trump-affirmative-action-race-schools.html

Hoskins, K., & Shah, M. (2017). Policy and Practice Challenges and Opportunities for Developing Widening Participation in the Global South and North. In M. Shah and G. Whiteford (Eds.) Bridges, Pathways and Transitions (pp. 1-15).

OECD (2018), Equity in Education: Breaking Down Barriers to Social Mobility, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264073234-en.

Ozkirimli, U. (2017). Theories of nationalism: A critical introduction. Palgrave.

UNESCO (2015). Education 2030: Incheon Declaration and Framework for Action. http://unesdoc.unesco.org/images/0024/002456/245656E.pdf

Author

• Lorenzo Baber, Iowa State University