Socially just pedagogies: Towards participatory parity in higher education

dc.contributor.advisorShefer, Tamara
dc.contributor.authorGredley, Susan
dc.date.accessioned2022-08-15T07:31:47Z
dc.date.accessioned2024-04-02T07:49:50Z
dc.date.available2022-08-15T07:31:47Z
dc.date.available2024-04-02T07:49:50Z
dc.date.issued2022
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractSouth Africa remains challenged by persistent poverty and inequality, the ramifications of which are felt across the higher education (HE) sector. Many students enter universities already hindered by socio-economic inequalities as well as discriminatory and oppressive cultural practices which continue to impact on their studies. Whilst considerable effort has been put into transforming HE from within and outside the academy, much still needs to be done to ensure that all students are able to flourish and fully participate as equals on university campuses and within teaching spaces.en_US
dc.identifier.urihttps://hdl.handle.net/10566/10227
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectSocial justiceen_US
dc.subjectFeminismen_US
dc.subjectHigher educationen_US
dc.subjectGender studiesen_US
dc.subjectPedagogyen_US
dc.subjectSouth Africaen_US
dc.titleSocially just pedagogies: Towards participatory parity in higher educationen_US

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