Equity and access: a curricular perspective

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dc.contributor.authorLeibowitz, Brendaen_ZA
dc.date.accessioned2017-06-02T09:32:28Z
dc.date.available2017-06-02T09:32:28Z
dc.date.issued2016
dc.descriptionThe original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.en_ZA
dc.descriptionCITATION: Leibowitz, B. 2016. Equity and access: A curricular perspective, in L. Frick, V. Trafford & M. Fourie-Malherbe (eds). Being Scholarly: Festschrift in honour of the work of Eli M Bitzer. Stellenbosch: SUN MeDIA. 77-85. doi:10.18820/9781928314219/07.en_ZA
dc.description.abstractIntroduction: This chapter is concerned with equity and access to the curriculum, which has been shown by numerous analyses of statistics, as well as experience of those of us who are concerned to improve the state of education in South Africa, to be extremely problematic with unequal levels of student success. The view of ‘curriculum’ adopted in this chapter is an expanded one. It proposes the idea of the curriculum as an “active conceptual force” (Le Grange 2016:8). ‘Pedagogy’ and ‘curriculum’ can be plotted on a continuum from design choices at the micro level to choices at the macro level. Clearly the curriculum, even the expanded view, is embedded within a broader ecology of learning and living phenomena. However, for the purposes of this short chapter, the ‘learning’ dimensions are focussed upon. Equity and equality, it is proposed, are advanced within a conceptualisation of cognitive justice, which is itself interrelated with the notion of ‘social justice’ (de Sousa Santos 2014). Fraser’s (2009) description of social justice is extremely useful. She equates social justice with the ability to interact on an equal footing with social peers. In order to achieve this participatory parity in a higher education context, social arrangements would have to be put in place, which would make it possible for individuals to interact on a par with one other. The three dimensions of social justice, which are interrelated and mutually dependent, are: recognition, which refers mostly to the cultural domain and the recognition of the status of groups; distribution, which pertains mostly to the material domain, to resources such as computers, parents’ salaries to finance higher education; and, representation, which is more political, and includes who is regarded as a legitimate citizen, who may participate in political processes, and who is entitled to voice needs.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.format.extent9 pagesen_ZA
dc.identifier.citationLeibowitz, B. 2016. Equity and access: A curricular perspective, in L. Frick, V. Trafford & M. Fourie-Malherbe (eds). Being Scholarly: Festschrift in honour of the work of Eli M Bitzer. Stellenbosch: SUN MeDIA. 77-85. doi:10.18820/9781928314219/07.en_ZA
dc.identifier.isbn978-1-928314-20-2en_ZA
dc.identifier.issn978-1-928314-21-9 (ebook)en_ZA
dc.identifier.otherdoi:10.18820/9781928314219/07
dc.identifier.urihttp://hdl.handle.net/10019.1/101699
dc.language.isoen_ZAen_ZA
dc.publisherAFRICAN SUN MeDIAen_ZA
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dc.relation.urihttp://hdl.handle.net/10019.1/101704
dc.relation.urihttp://hdl.handle.net/10019.1/101703
dc.relation.urihttp://hdl.handle.net/10019.1/101599
dc.relation.urihttp://hdl.handle.net/10019.1/101695
dc.relation.urihttp://hdl.handle.net/10019.1/101698
dc.relation.urihttp://hdl.handle.net/10019.1/101694
dc.relation.urihttp://hdl.handle.net/10019.1/101701
dc.relation.urihttp://hdl.handle.net/10019.1/101702
dc.relation.urihttp://hdl.handle.net/10019.1/101697
dc.relation.urihttp://hdl.handle.net/10019.1/101705
dc.rights.holderAFRICAN SUN MeDIA and Authorsen_ZA
dc.subjectEducation, Higher -- Political aspects -- South Africaen_ZA
dc.subjectCurriculum change -- South Africaen_ZA
dc.subjectEducation, Higher -- Curricula -- South Africaen_ZA
dc.subjectEducation, Higher -- Social aspects -- South Africaen_ZA
dc.titleEquity and access: a curricular perspectiveen_ZA
dc.typeChapters in Booksen_ZA
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