An evaluative framework for a socially just institution

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dc.contributor.authorBozalek, Vivienneen_ZA
dc.contributor.authorLeibowitz, Brendaen_ZA
dc.date.accessioned2017-06-01T08:06:57Z
dc.date.available2017-06-01T08:06:57Z
dc.date.issued2012
dc.descriptionCITATION: 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.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.zaen_ZA
dc.description.abstractIntroduction: 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.en_ZA
dc.description.versionPublishers' versionen_ZA
dc.format.extent14 pagesen_ZA
dc.identifier.citationBozalek, 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.en_ZA
dc.identifier.isbn978-1-920338-88-6en_ZA
dc.identifier.issn978-1-928357-05-6 (ebook)
dc.identifier.otherdoi:10.18820/9781928357056/05
dc.identifier.urihttp://hdl.handle.net/10019.1/101660
dc.language.isoen_ZAen_ZA
dc.publisherSUN MeDIAen_ZA
dc.relationHigher Education for the Public Good: Views from the Southen_ZA
dc.relation.haspartCrirical professionalism: a lecturer attribute for troubled timesen_ZA
dc.relation.haspartGraduate attributes for the public good: a case of research-led universityen_ZA
dc.relation.haspartHopeful teacher education in South Africa: towards a politics of humanityen_ZA
dc.relation.haspartIntroduction: Reflections on higher education and the public gooden_ZA
dc.relation.haspartSelf study as a mechanism to foster hopeful teachingen_ZA
dc.relation.haspartTeaching citizenship in visual communication design: reflections of an Afrikaneren_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101763en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101661en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101664
dc.relation.urihttp://hdl.handle.net/10019.1/101665
dc.relation.urihttp://hdl.handle.net/10019.1/101655
dc.relation.urihttp://hdl.handle.net/10019.1/101654
dc.relation.urihttp://hdl.handle.net/10019.1/101620
dc.relation.urihttp://hdl.handle.net/10019.1/101653
dc.rights.holderBrenda Leibowitzen_ZA
dc.subjectUniversities and colleges -- Organizational behavior -- Moral and ethical aspectsen_ZA
dc.subjectEducation, Higher --South Africaen_ZA
dc.subjectEducation, Higher -- Policiesen_ZA
dc.subjectGraduate students -- South Africaen_ZA
dc.titleAn evaluative framework for a socially just institutionen_ZA
dc.typeChapters in Booksen_ZA
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