This research project examines both students' experiences related to participatory parity in achieving qualitative outcomes as well as higher educators' experiences of using transformative pedagogies to make it possible for students to achieve these outcomes. Participatory parity refers to the ability to interact on an equal footing in particular circumstances - such as students in the same disciplines across differently placed HEIs being in a position to achieve similar qualitative outcomes.
Achieving participatory parity is regarded as particularly important for education in South Africa, where inequalities continue to plague the field of higher and other levels of education. Participatory parity is influenced by the distribution of resources (economic dimension), whether the attributes of groups/individuals or institutions are valued or devalued (cultural dimension) as well as whether individuals or groups of people are included or excluded from learning contexts (political dimension).
The focus of the research is on particular disciplines and professions in differently located and positioned HEIs. In order to accomplish this, it will investigate the enablements and constraints that students experience in different professions and higher education institutions in being able to participate as peers in achieving qualitative outcomes in education. Secondly, and building upon this knowledge, it seeks to investigate how transformative pedagogical practices can be used to enable students to achieve qualitative outcomes. Students and lecturers in various disciplines across HEIs will be interviewed and will have the opportunity to present their stories digitally in online spaces designed for the purposes of the project. A survey will be conducted across the participating institutions to establish how the institutional policies, practices and reputations affect students' participatory parity in achieving qualitative outcomes.
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