By Penny A. Pasque (auth.)
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Additional info for American Higher Education, Leadership, and Policy: Critical Issues and the Public Good
Pasque from the Institute for Higher Education Policy (1998) in Reaping the Benefits Defining the Public and Private Value of Going to College. 3). 4). This adapted model visually represents the fluidity between the quadrants. If the Interconnected and Advocacy frame is not represented within a model of higher education benefits and the model remains limited to three conceptualizations, then the current model might further miscommunication among scholars with different frames and from different areas within the field.
The authors argue for a “ ‘republicizing’ of US colleges and universities” (p. 57). Higher education scholar Kezar (2005) established that “the [economic] neoliberal philosophy was one of the main forces driving the move away from the traditional charter between higher education and society, a tradition built on a communitarian philosophy of the public good” (p. 454). Economic neoliberals (a subset of those defined as perpetuating the era of conservative modernization described earlier [Apple, 2006]) are defined as people who believe in a free-market economy that includes institutions of higher education.
Bourdieu defines social capital as grounded in theories of symbolic power and social reproduction where social capital is a tool of reproduction for the privileged. In this sense, social, cultural, and economic capital continues to be reproduced in a way that supports the privileged and marginalizes the oppressed. This is quite distinct from Coleman’s (1988; 1992) use of social capital described in the Balanced frame. An Analysis of the Relationships among Frames What are the relationships—or lack thereof—between these various perspectives of higher education and society?
American Higher Education, Leadership, and Policy: Critical Issues and the Public Good by Penny A. Pasque (auth.)