Drawing on data from 39 Australian universities over the past 15 years, this paper examines the social inclusion curriculum in higher education through an analysis of university statements of graduate attributes. Graduate attributes articulate an institution's vision of students they seek to develop, and the knowledge, values and dispositions they wish to impart. Such statements and their justifications represent an aspect of the intended curriculum, but may not reflect the enacted or experienced curriculum. In the context of the Bradley review of Australian higher education, social inclusion discussions have focussed on access to opportunities and the social and economic dimensions of participation. Curriculum and pedagogical issues have, to date, received less critical attention. Australian graduate attribute policies and statements frequently articulate social inclusion in terms of respect for and appreciation of diversity; possessing a global or international perspective; commitment to equity and social justice; having a sense of social responsibility; and participating in the community. These outcomes reflect key themes found in most definitions of social inclusion. This paper examines the influencing factors for graduate attributes, and discusses two dimensions in detail: diversity and global perspectives.
|Number of pages||15|
|Journal||Journal of Academic Language and Learning|
|Publication status||Published - 2012|
- graduate attributes
- social inclusion
- global citizenship