Nancy Fraser and Participatory Parity

Vivienne Bozalek is Senior Professor and Director of Teaching and Learning at the University of the Western Cape, South Africa.Dorothee Hölscher is a lecturer in the School of Human Services and Social Work, Griffith University and a research associate with the Department of Social Work, University of Johannesburg, South Africa.Michalinos Zembylas is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus and Honorary Professor, Chair for Critical Studies in Higher Education Transformation at Nelson Mandela University, South Africa

"Not only does this volume, using the rich framework of Nancy Fraser’s work, provide trenchant analyses of the injustices of the South African system of higher education. It also provides a brilliant and appreciative summary of Fraser’s evolving theory of justice as participatory parity. Because Fraser is one of the most important political thinkers of her generation, this practical application of her work is an essential guide to contemporary praxis."Joan Tronto, Professor Emerita, Department of Political Science, University of Minnesota"Drawing from Fraser’s powerful multidimensional justice framework, this collection provides much needed theorisation, insight and analyses of higher education, exploring the dynamic inter-relationship between, within and across economic, cultural, political and ecological injustices. Providing forms of critique that are imperative for reimagining and reframing higher education structures, practices and deeply embedded inequalities, this outstanding collection will contribute to transformative justice in the context of South Africa and beyond. It is a must read for all those committed to equity and social justice in higher education. "Professor Penny Jane Burke, Global Innovation Chair of Equity Director, Centre of Excellence for Equity in Higher Eduaction.

• Part 1: Fraser’s Contributions to Higher Education: Affirmations and Contestations. 1 Nancy Fraser's work and its relevance to higher education. 2 Under pressure: Time and subjectivity in higher education. 3 Making time for multispecies relationalities in times of crisis. 4 (Mis)framing higher education in South Africa. Part 2: Participatory Parity and Students. 5 Student experience: A participatory parity lens on social (in)justice in higher education. 6 Becoming a community (educational) psychologist: enablements and constraints of participatory parity in student educational journeys. 7 "When it rains [our house] rains too": exploring South African students’ narratives of maldistribution. 8 Addressing economic constraints impeding the achievement of Fraser’s notion of participatory parity in student learning: A study at a historically disadvantaged institution. 9 Participatory parity in South African extended curriculum programmes. Part 3: Conclusion. 10 Neoliberalism, coloniality and Nancy Fraser’s contribution to the decolonisation debate in South African higher education: Concluding Thoughts. 11 An afterword on Nancy Fraser's theorising of social justice and higher education in South Africa