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A Liberating Curricula as a Social Responsibility for Promoting Social Justice and Student Success Within the UK Higher Education Institution (HEI)

A Liberating Curricula as a Social Responsibility for Promoting Social Justice and Student Success Within the UK Higher Education Institution (HEI)

Dave Thomas
Copyright: © 2019 |Pages: 24
ISBN13: 9781522554097|ISBN10: 1522554092|ISBN13 Softcover: 9781522588320|EISBN13: 9781522554103
DOI: 10.4018/978-1-5225-5409-7.ch002
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MLA

Thomas, Dave. "A Liberating Curricula as a Social Responsibility for Promoting Social Justice and Student Success Within the UK Higher Education Institution (HEI)." Corporate Social Responsibility and Strategic Market Positioning for Organizational Success, edited by Carlton Brown and Uzoechi Nwagbara, IGI Global, 2019, pp. 35-58. https://doi.org/10.4018/978-1-5225-5409-7.ch002

APA

Thomas, D. (2019). A Liberating Curricula as a Social Responsibility for Promoting Social Justice and Student Success Within the UK Higher Education Institution (HEI). In C. Brown & U. Nwagbara (Eds.), Corporate Social Responsibility and Strategic Market Positioning for Organizational Success (pp. 35-58). IGI Global. https://doi.org/10.4018/978-1-5225-5409-7.ch002

Chicago

Thomas, Dave. "A Liberating Curricula as a Social Responsibility for Promoting Social Justice and Student Success Within the UK Higher Education Institution (HEI)." In Corporate Social Responsibility and Strategic Market Positioning for Organizational Success, edited by Carlton Brown and Uzoechi Nwagbara, 35-58. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5409-7.ch002

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Abstract

Integrating corporate social responsibility (CSR) activities as part of a higher education institution (HEI) organisational strategies and practices to address economic and social inequality is no longer a new phenomenon. This promotes increased levels of involvement, choice, and diversity, and is aligned with recent initiatives to widen participation improve representation and promote attainment. CSR may also be encapsulated within frameworks through which HEIs may identify and self-reflect on institutional and cultural barriers that impede minority ethnic (ME) staff and students' progression and attainment. This chapter is informed by discussions concerning CSR within higher education in relation to the aims and objectives of education; student progression and attainment as a university's socially responsible business practice and act of due diligence, to improve representation, progression and success for ME students; curriculum vs. education and the function of a liberating curriculum as a vehicle to enhance academic attainment and promote student success.