Re-imagining socially just pedagogies in higher education: the contribution of contemporary theoretical perspectives

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dc.contributor.authorZembylas, Michalinos
dc.contributor.authorBozalek, Vivienne
dc.date.accessioned2017-11-07T11:48:18Z
dc.date.available2017-11-07T11:48:18Z
dc.date.issued2017
dc.description.abstractDespite post-apartheid policy intentions to redress the effects of apartheid, inequalities in higher education have remained an endemic problem in South Africa, and continue to have a major influence on students and educators in South Africa. This has recently been foregrounded in student-led protests regarding equitable access to higher education (#FeesMustFall) and requests to decolonise the curriculum (#RhodesMustFall)—reigniting attention towards the enormous disparities that still exist in the South African education system generally, and which includes the higher education sector. Those institutions which were historically disadvantaged continue to struggle with paucity in terms of funding, geopolitical positioning, human and material resources. Student protest movements have resonated and reverberated across multiple higher education contexts internationally as well (for example at Oxford University, in the United Kingdom and the #StudentBlackOut demonstrations planned from Yale to University of Missouri in the United States). Conducting research into issues of social justice in relation to higher education pedagogical practices is thus of crucial importance in the present time and space, which remains plagued by issues of inequity.en_US
dc.description.accreditationDHET
dc.identifier.citationZembylas, M. & Bozalek, V. (2017). Re-imagining socially just pedagogies in higher education: the contribution of contemporary theoretical perspectives. Education as Change, 21(2): 1 - 5en_US
dc.identifier.issn1947-9417
dc.identifier.urihttp://dx.doi.org/10.17159/1947-9417/2017/3051
dc.identifier.urihttp://hdl.handle.net/10566/3255
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherUniversity of Johannesburg and UNISA Pressen_US
dc.rightsThis is an Open Access article distributed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/)
dc.status.ispeerreviewedTRUE
dc.subjectInequalitiesen_US
dc.subjectHigher educationen_US
dc.subjectSouth African education systemen_US
dc.subjectSocial justiceen_US
dc.subjectPedagogical practicesen_US
dc.subjectSocially just pedagogies
dc.titleRe-imagining socially just pedagogies in higher education: the contribution of contemporary theoretical perspectivesen_US
dc.typeArticleen_US

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