Frontiers in Educational Research, 2025, 8(1); doi: 10.25236/FER.2025.080111.
Ruilin Zhao
Guangzhou Xinhua University, Guangzhou, Guangdong, China
This research paper prioritizes a number of social justice issues within the context of Australian higher education. It focuses on analyzing the academic experience of marginalized student populations, including those from low socio-economic backgrounds, international students, indigenous communities, and those with different forms of disabilities. Even if there has been major trending toward inclusivity, access to higher education remains inequitable for these groups, with social barriers including financial difficulties, socio-cultural differences, and racial discrimination. In response to these issues, drawing on theories of social exclusion and Foucauldian concepts of power, this paper will critically elaborate the implementation of inclusive educational models, particularly for students with special needs, followed by examining the structural and attitudinal barriers that constantly exclude these students. This paper also proposes to focus on creating more inclusive university environments through universal design, faculty training programs, as well as the promotion of an inclusive academic curriculum. Through promoting a more accessible and equitable higher education system, this article aims to contribute to ongoing efforts to build up a fairer academic landscape for all students with various social, cultural, and economic backgrounds.
Social Justice in Higher Education; Inclusive Education; Equity and Access; Marginalized Students; Disability and Education
Ruilin Zhao. Addressing Social Justice in Australian Higher Education: Strategies for Inclusive and Equitable Practices. Frontiers in Educational Research (2025) Vol. 8, Issue 1: 65-71. https://doi.org/10.25236/FER.2025.080111.
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