How might socially just pedagogies in higher education promote participatory parity and critical citizenship?
1. What historical legacies shape access to and aspirations for HE?
2. What challenges do participants face - in what ways is their ability to participate as equals compromised?
3. What advantages do participants face - in what ways is their ability to participate as equals facilitated?
4. What are the teaching, learning and assessment methodologies, how are they experienced by students, and in what ways and to what extent, if any, do these methodologies improve participatory parity and critical citizenship?
5. What do these findings tell us about the ways in which paying attention to participatory parity and critical citizenship can support socially just pedagogies and the transformation of curricula and pedagogy in the South African context?
qualitative, feminist methodological approach
2 UG courses – first and 2nd semester 2016
embed my data collection into the research process
- Focus group interviews and life histories
- In-depth interviews
- Written submissions
- Classroom and online observations
- Discussion forums, consultations and informal discussions