How do Canadian graduate students experience institutional funding? The Politics of Exclusion in Graduate Education answers this question by offering an in-depth examination into the nature of institutional funding arrangements from graduate students' standpoint. It explores the students' perspectives on access to funding, and the impact on their learning experience. The focus on graduate students is timely in the ongoing discussion of neoliberal education policies and the resulting commercialization of higher education in Canada. This study links current discussions about the direction of higher education funding and the impact for accessible and inclusive education. How do graduate students negotiate institutional arrangements to accommodate the funding practices they encounter? What does their competition for the scarce resources imply? The Politics of Exclusion in Graduate Education is both a reflection on the current state of the graduate experience, as well as a directive forward to a more inclusive process of allocating resources across graduate faculties and institutions.

Autorentext

Roslyn Thomas-Long is a faculty member at the Transitional Year Programme and cross-appointed to the Department of Sociology and Equity Studies at the Ontario Institute for Studies in Education, University of Toronto. She lectures in education access and equity, higher education funding, and transformative learning among adult learners.

Inhalt

Contents: Higher Education Comparative Perspective in Higher Education Restructuring Access Equity and Diversity in Higher Education Restructuring Anti-racist Discursive Framework Standpoint Epistemology Border Crossing Race, Class, Graduate Student Funding Gender and Age Matter in Funding Role of Funding in Producing Graduate Students Sites and Sources of Funding Funding as an Exclusionary Practice.