This book explores the idea that teaching and learning pedagogy at universities is a crucial space for students' formation as ethical graduates, equipped with knowledge, skills and values to contribute to more equal societies. We know that universities across the globe do not stand apart from social and educational inequalities at multiple levels; they have the potential to reproduce or reduce social inequalities and therefore towards transformative ends. This book suggests how this could be achieved both via policy and practice around the globe

Focuses on innovative examples of pedagogic practice that confront inequality in higher education Provides rich analysis of diverse higher education contexts from a variety of countries Situates pedagogic practice within larger debates about the role of higher education in democratic societies

Autorentext
Melanie Walker is the South African Research Chair of Higher Education and Human Development at the University of the Free State, South Africa. She is Vice-President of the Human Development and Capability Association and has published widely in the field of higher education, inequality and social change, with particular attention to well-being freedoms, agency for access, participation and success in higher education.
Merridy Wilson Strydom is Senior Research Fellow at the Centre for Research on Higher Education and Development (CRHED) at the University of the Free State, South Africa. Her work is focused on higher education and social justice, with a particular emphasis on access and equity at the undergraduate level, explored using mixed methodologies, including fine-grained student life narratives and participatory visual research.

Klappentext

This book explores the idea that teaching and learning pedagogy at universities is a crucial space for students formation as ethical graduates, equipped with knowledge, skills and values to contribute to more equal societies. We know that universities across the globe do not stand apart from social and educational inequalities at multiple levels; they have the potential to reproduce or reduce social inequalities and therefore towards transformative ends. This book suggests how this could be achieved both via policy and practice around the globe

Inhalt
PART I: INTRODUCING.- Chapter 1. Thinking about the University Context and Socially Just Pedagogies; Melanie Walker & Merridy Wilson-Strydom.- PART II: CONCEPTUALIZING AND PRACTISING.- Chapter 2. Framing Pedagogic Justice; Melanie Walker.- Chapter 3. Sociological Knowledge and Transformation; Caroline Barnes, Monica McLean, Andrea Abbas & Paul Ashwin.- Chapter 4. Pedagogic Rights for Transformative Student Learning: What do Lecturers Say and Do?; Merridy Wilson-Strydom.- Chapter 5. Participatory Parity and Emerging Technologies; Vivienne Bozalek.- Chapter 6. Humanistic Education for Teaching in a Globalized World; Carolina Suransky.- Chapter 7. Fostering Cosmopolitan Dispositions; Veronica Crosbie.- Chapter 8. Designing Capability-Informed Pedagogy Using Participatory Student Research; Talita Calitz.- Chapter 9. Voice, Identity and Belonging: Making a Difference; June Pym.- Chapter 10. Transforming the System from Within: Experiences of a Development Cooperation Masters; Alejandra Boni, Carola Calabuig & Victoria Pellicer.- PART III: SYNTHESIZING.- Chapter 11. Human Development as an Expansive Perspective on Socially Just Pedagogies and Quality; Merridy Wilson-Strydom & Melanie Walker.