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The development of ‘desire’ in a working-class artist/academic is explored through an analysis of the reminiscences between the author and her mother. It is argued that the notion of cultural capital implies a deficit in working-class subjects that is deterministic and does not fully explain those who are successful in the art world and/or academia. Rather than thinking about works of art and art practice in terms of cultural capital, they are conceptualised as resources that can have existential significance for some people. This is because early interactions with the arts enable people to connect with the world and at the same time enable them to recognise their own desires and talents while learning to think critically about their lives. The findings of this study suggest a nuanced approach based on cultural assets and resources rather than cultural capital should be considered in educational policy and practice.

Economic activity is typically provided by three distinct sectors. For-profit entities seek to maximize owner profit by providing various goods and services. The not-for-profit sector consists of private or quasi-public entities that provide goods and services without regard to making an explicit profit. Government entities extract resources from the economy and redistribute them to achieve certain public goods.

Recently a fourth or gray sector has developed that combines elements of the other three. As a corporate form that explicitly sacrifices profit maximization to advance some predetermined social good, benefit corporations are one example of this gray sector. Owners are aware of this dual mission but still invest as the social objectives are consistent with their personal goals. Thus, the benefit corporation can be viewed as a for-profit entity subject to an explicit social welfare constraint.

Since the late 1960s governments have spent trillions of dollars on a wide variety of social welfare programs. Nevertheless, poverty persists and government altruism may have made poverty more intractable in some respects. Economic logic suggests that providing social welfare transfer payments with few work or training requirements can make recipients dependent and enable dysfunctional behavior. Over time this may rob recipients of opportunities for labor and self-sufficiency.

Benefit corporations are typically viewed as a form of socially responsible investment that leverages the economic advantages of market-based systems. To date, however, little has been written about the benefit corporation’s potential ethical dimensions. The purpose of this paper is to provide a moral argument based in Catholic Social Teaching to support the use of benefit corporations as a substitute for some government service programs. Our arguments are centered on the primary principle of Human Dignity and will include, but not be limited to: Work, Solidarity and there role social and economic society as well as the Role of Government or Subsidiarity (including the Welfare State).

Access to higher education (HE) in rural and coastal communities has been a developing area of research over the last two decades. This chapter looks at the particular issues of access and participation facing tertiary institutions in the context of Tasmania (Australia) and New Zealand. Both locations in the southern hemisphere have particular cultural, social and geographical circumstances and are characterised by dispersed rural and regional communities over extensive geographical areas and considerable tracts of remote territory. They share strong similarities to the issues facing access and inclusion in HE in the northern hemisphere and globally.

This chapter reflects the findings of a qualitative study of supplementary education in Western Australia, showing a commitment to understanding the broader social context of the individuals receiving educational assistance beyond their normal classroom activities.

The chapter is based on 10 semi-structured interviews conducted with university students who had utilised supplementary education services of a tutor made available through their schools and a variety of secondary sources.

The study also reveals that student access to university is not necessarily enhanced by private tutoring. It uncovers an under-researched component of the overall educational process in pointing to some of the emotional dimensions of the supplementary education industry. While tutoring did not appear to harm the chances of students making it to university, the beneficial effects of tutoring are not as clear-cut as some suggest they are. Overall the research suggests that, emotional support effects notwithstanding, perhaps we should not worry overly much about the inequalities brought by private tutoring as, yet again, the market shows itself to less efficient than some hope it to be and that others might fear it is.

Market-based supplementary education remains massively under-researched in Australia. While qualitative research is unable to address the effects of educational interventions definitively, the study adds important layers of complexity to questions about educational effectiveness and inequality. It helps validate concerns about social and economic inequalities; it also mollifies these concerns, partially because some of the programmes described here aim at addressing some basic inequalities, particularly those related to rural and remote education.

In pursuit of democracy, John Dewey argued that public education should be the driving force. As educators strive to address issues of social justice and create inclusive academic environments, they must address the inequalities that are perpetuated in our educational system. Higher education (HE) plays a pivotal role, as it has the potential to shape those who will go on to become future educators, lawmakers, and politicians. Recognizing the importance of HE, we have the responsibility to address inclusivity in and out of the classroom. This chapter examines how critical pedagogy can be used as a tool to promote social justice in HE. In doing so, it will challenge educators to begin to address socially constructed ideas that are agents of oppression. Utilizing critical pedagogy, faculty and students can learn together and critically challenge these educational and social injustices. This will have a rippling impact on our educational system and society as a whole. Successfully implementing this pedagogical approach can lead to diverse and inclusive classrooms that foster learning for all students.