Exploring participatory parity in higher education: Experiences of social work students

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dc.contributor.authorDykes, Glynnis Z.
dc.date.accessioned2018-08-13T09:02:57Z
dc.date.available2018-08-13T09:02:57Z
dc.date.issued2017
dc.description.abstractThis study uses the principle of participatory parity (PP) espoused by Fraser (2008, 2009) for exploring social work students’ experiences of enabling and constraining factors in advancing their engagement with and involvement in a specific university. This study therefore explores factors related to this phenomenon using Fraser’s framework. Eight participants volunteered to form part of this qualitative study using three methods of participatory learning action (PLA) data collection, namely, the river of life, community maps and focus group discussions. Findings explore whether the economic, cultural and political dimensions of PP limit or facilitate student engagement and involvement.en_US
dc.identifier.citationDykes, G.Z. (2017). Exploring participatory parity in higher education: experiences of social work students. Social Work/Maatskaplike Werk, 54(2): 163 - 178.en_US
dc.identifier.issn0037-8054
dc.identifier.urihttp://dx.doi.org/10.15270/52-2-630
dc.identifier.urihttp://hdl.handle.net/10566/3939
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherStellenbosch Universityen_US
dc.rightsThis journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
dc.status.ispeerreviewedTRUE
dc.subjectParticipatory parityen_US
dc.subjectSocial work studentsen_US
dc.subjectHigher educationen_US
dc.titleExploring participatory parity in higher education: Experiences of social work studentsen_US
dc.typeArticleen_US

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