An evaluative framework for a socially just institution
CITATION: Bozalek, V. & Leibowitz, B. 2012. An evaluative framework for a socially just institution, in B. Leibowitz (ed.). Higher Education for the Public Good: Views from the South. Stellenbosch: AFRICAN SUN MeDIA. 59-72. doi:10.18820/9781928357056/05.
The original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.za
Chapters in Books
Introduction: Lindi arrived at a privileged South African university from rural Kwa-Zulu-Natal, having been top of her class most of her life. She suddenly found herself unable to participate as an equal in her new environment. This is the situation many South Africans find themselves in when coming to university for the first time, or when starting a postgraduate course at a new university. In this chapter we consider what institutional arrangements would be necessary for students to participate as equals in higher education regardless of – or in fact taking into account – social class, race, gender, sexuality, ablebodiedness, language or religion. We view higher education as both a valuable process and an outcome. But what does this mean in contexts of severe inequality? How do we achieve education as a public good, and how do we know when we are achieving it? To answer these questions, we make use of a normative framework which assists us in examining the values that underpin higher education policies and practices. We regard this as an important stepping stone in building visions of what may be possible in higher education institutions. It allows alternative discursive spaces to be opened up for public debate and policy development in higher education.