(Mis)framing higher education in South Africa

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dc.contributor.authorBozalek, Vivienne
dc.contributor.authorBoughey, Chrissie
dc.date.accessioned2012-12-14T13:54:29Z
dc.date.available2012-12-14T13:54:29Z
dc.date.issued2012
dc.description.abstractThe question of how to make higher education more inclusive has been a central concern in South Africa and elsewhere over the past two decades. However, in South Africa there remains a disjuncture between policy aimed at promoting inclusivity and the experiences of students and staff in the higher education sector. In this article, the relationship between equity of access and equity of outcomes and the expectations that follow from these policy imperatives are examined from the perspective of Nancy Fraser’s normative framework of social justice. In particular, her notion of misframing is used to analyze the current situation in the higher education sector in South Africa. The article concludes that a focus on individual higher education institutions is not sufficient to gain a perspective on the social arrangements required for participatory parity in higher education, and in fact, such a focus is an instance of misframing and thus a form of injustice.en_US
dc.description.accreditationWeb of Scienceen_US
dc.identifier.citationBozalek, V. & Boughey, C. (2012). (Mis)framing higher education in South Africa. Social Policy & Administration, 46(6): 688–703en_US
dc.identifier.issn0144-5596
dc.identifier.urihttp://hdl.handle.net/10566/497
dc.language.isoenen_US
dc.privacy.showsubmitterfalse
dc.publisherBlackwell Publishingen_US
dc.rightsThis is the author's post-print version of an article published by Blackwell and may be freely used, provided that full acknowledgment is given.
dc.status.ispeerreviewedtrue
dc.subjectHigher educationen_US
dc.subjectInclusivityen_US
dc.subjectSocial justiceen_US
dc.subjectSocially just pedagogies
dc.subjectSocially just pedagogies
dc.title(Mis)framing higher education in South Africaen_US
dc.typeArticleen_US

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