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The Reorientation of Fairness in Higher Education A BRIEF LOOK INTO THE BRAZILIAN QUOTA-SYSTEM AND SOCIAL AND ETHNIC INCLUSION IN ART SCHOOLS IN SWEDEN

Övrigt
Författare Cecilia Torquato
Publicerad i https://pil.gu.se/digitalAssets/1691/1691989_torquato-fairness-.pdf
Publiceringsår 2018
Publicerad vid Akademin Valand
Pedagogisk utveckling och interaktivt lärande (PIL)
Språk en
Länkar https://pil.gu.se/digitalAssets/169...
Ämnesord Ramfaktorer och policy, Demokrati Inkludering, kvotering, antagning konstskolor
Ämneskategorier Konst, Pedagogik

Sammanfattning

What is just and what is unjust when it comes to admissions in higher education? Merit is most commonly the base of the selection criteria for universities in western societies, relying on grades, tests or work samples (most common in art schools). In this paper I will question the ideal of fairness connected to the idea of merit. What is merit, who defines the agenda for the measurements of merit and what are we de facto measuring? A fair idea and ideal can become unfair when disseminated through an unequal system. Considering the University as a place for development of knowledge, of individuals, theories and praxis; is the most merited automatically the most capable? When it comes to selection, more specifically for the art school, should we be looking for who is coming in or for what could come out after years of studies? I will depart from the Brazilian experience with quota system and its outcomes after a period of ten years and relate it to my experience as an educator in a Swedish art school, where admission arrangements are based on work samples and interviews – and the students remain white and from the middle class

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