ABSTRACT
Admission is only the first stage in attempting to provide equal access to learning and adequate support in overcoming institutional and personal barriers. ‘Inclusion’ is itself problematic if it simply means pressure to assimilate to the dominant institution, instead of HE modelling a mutual process of change as ‘an exemplar to society’ (Cropper, 2000). Opening the doors but perpetuating exclusionary practices does not promote equality and may set people up to fail. Learning strategies and assessment processes for the whole student group need review, as does course content (Kirk, 2002b; Worcester University College/QAA, 2003). In social policy and social work, where curriculum topics can relate directly to students’ life experiences of disadvantage, it is particularly important to challenge dominant discourses.
