ABSTRACT
The opening chapter of the book is divided into three parts. It opens with an account of what the book is for, and why readers should engage with its analysis and argument. From this opening account of the contribution of the book to critical educational theory and practice, the chapter moves to consider some of the key aspects of the broader social, political and economic contexts surrounding contemporary higher education institutions. It posits systemic notions of social justice and social inclusion as necessary critical responses to dominant understandings of success as a highly individualized endeavour, disconnected from socioeconomic contexts and structures that privilege the few at the expense of the many. Wider student success is dependent on dismantling and changing institutional structures that maintain and protect inequitable statuses quo within universities, and teaching and learning is a crucial site for this work. The chapter then moves to introduce Legitimation Code Theory as the framework for reimagining teaching and learning practices through its ability to connect knowledge, knowers, and different forms of meaning-making practices within and across the disciplines. It also sets out the structure of the book and offers readers a brief glossary of key terms and concepts.
