Nancy Fraser and Participatory Parity provides a philosophical framework based on the work of Nancy Fraser, examining how her ideas can be used to analyse contemporary issues in higher education and reimagine higher education practices. Providing a forum for considering Fraser’s work in relation to participatory parity in higher education, the book shows how her political philosophy is relevant to higher education pedagogies, scholarship and practice.
The recent student protests in South Africa in 2015 and 2016 has created an impetus to think about how to do things differently in higher education in response to economic, cultural and political inequities. This South African experience is aptly used as a prime example of rethinking issues of coloniality and social injustice in higher education. The contributors’ use of Nancy Fraser’s theories provides their analyses and reflections with a particularly sharp lens and clear focus. The book also puts her work into conversation with other contemporary writers on social justice and explores the resonances and differentiations of the various approaches.
This book will be of great interest for academics, researchers and post-graduate students in the fields of social justice in education and educational policy.
Table of Contents
Notes on contributors
Foreword by Nancy Fraser
Part 1: Fraser’s Contributions to Higher Education: Affirmations and Contestations
1 Nancy Fraser's work and its relevance to higher educationDorothee Hölscher and Vivienne Bozalek
2 Under pressure: Time and subjectivity in higher educationChantelle Gray-van Heerde
3 Making time for multispecies relationalities in times of crisis
Delphi Carstens 4 (Mis)framing higher education in South AfricaVivienne Bozalek and Chrissie Boughey
Part 2: Participatory Parity and Students
5 Student experience: A participatory parity lens on social (in)justice in higher educationTamara Shefer
6 Becoming a community (educational) psychologist: enablements and constraints of participatory parity in student educational journeysRonelle Carolissen
7 "When it rains [our house] rains too": exploring South African students’ narratives of maldistributionSusan Gredley
8 Addressing economic constraints impeding the achievement of Fraser’s notion of participatory parity in student learning: A study at a historically disadvantaged institution
9 Participatory parity in South African extended curriculum programmes
Part 3: Conclusion
10 Neoliberalism, coloniality and Nancy Fraser’s contribution to the decolonisation debate in South African higher education: Concluding ThoughtsDorothee Hölscher, Michalinos Zembylas and Vivienne Bozalek
11 An afterword on Nancy Fraser's theorising of social justice and higher education in South Africa
Vivienne Bozalek is Senior Professor and Director of Teaching and Learning at the University of the Western Cape, South Africa.
Dorothee Hölscher is a lecturer in the School of Human Services and Social Work, Griffith University and a research associate with the Department of Social Work, University of Johannesburg, South Africa.
Michalinos Zembylas is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus and Honorary Professor, Chair for Critical Studies in Higher Education Transformation at Nelson Mandela University, South Africa
"Not only does this volume, using the rich framework of Nancy Fraser’s work, provide trenchant analyses of the injustices of the South African system of higher education. It also provides a brilliant and appreciative summary of Fraser’s evolving theory of justice as participatory parity. Because Fraser is one of the most important political thinkers of her generation, this practical application of her work is an essential guide to contemporary praxis."
Joan Tronto, Professor Emerita, Department of Political Science, University of Minnesota
"Drawing from Fraser’s powerful multidimensional justice framework, this collection provides much needed theorisation, insight and analyses of higher education, exploring the dynamic inter-relationship between, within and across economic, cultural, political and ecological injustices. Providing forms of critique that are imperative for reimagining and reframing higher education structures, practices and deeply embedded inequalities, this outstanding collection will contribute to transformative justice in the context of South Africa and beyond. It is a must read for all those committed to equity and social justice in higher education. "
Professor Penny Jane Burke, Global Innovation Chair of Equity Director, Centre of Excellence for Equity in Higher Eduaction.