Now showing items 1-6 of 6

  • An evaluative framework for a socially just institution 

    Bozalek, Vivienne; Leibowitz, Brenda (SUN Press, 2012)
    The term ‘public good’ is very broad and can include a variety of ideologically informed positions. In this volume it is described by Bozalek and Leibowitz (chapter five) as a concern with participatory parity and equality, ...
  • Exploring participatory parity in higher education: experiences of social work students 

    Dykes, Glynnis Z. (Stellenbosch University, 2017)
    This 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 ...
  • Exploring participatory parity in higher education: experiences of social work students 

    Dykes, Glynnis (Department of Social Work, Stellenbosch University, 2018)
    This 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 ...
  • Participating unequally: Student experiences at UWC 

    Clowes, Lindsay; Shefer, Tamara; Ngabaza, Sisa (UNISA Press, 2017)
    This paper uses Nancy Fraser’s concept of participatory parity to reflect on data gathered by and from third year students in a final year research module in the Women’s and Gender Studies Department at the University of ...
  • The scholarship of teaching and learning from a social justice perspective 

    Leibowitz, Brenda; Bozalek, Vivienne (Taylor & Francis, 2016)
    We argue that there is a reciprocal relationship between all scholarly activities, most importantly between teaching, learning, research and professional learning. The article builds on the work of others who call for a ...
  • The scholarship of teaching and learning from a social justice perspective 

    Leibowitz, Brenda; Bozalek, Vivienne (Routledge, 2016)
    We argue that there is a reciprocal relationship between all scholarly activities, most importantly between teaching, learning, research and professional learning. The article builds on the work of others who call for ...