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ERIC Number: EJ1156437
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1682-3206
Participatory Parity and Epistemological Access in the Extended Curriculum Programmes
Garraway, James Windsor
Education as Change, v21 n2 p109-125 2017
The article examines students' engagement in university classrooms in South Africa. Of interest is the extent to which students experience some measure of parity of participation in these engagements. Such "participatory parity" broadly refers to students being able to act on a more or less equal footing with their peers and lecturers. Though much has been written about student engagement and its educational value, such engagement is not typically examined through Fraser's parity lens. Such parity matters because students are able to experience themselves as valued participants in the social world of the university. However, as what is being discussed is the university classroom, parity of participation in itself is not the only outcome, it is also gaining access to disciplinary knowledge through such participation, or what is referred to here as epistemological access. In order to examine the nexus between participatory parity and epistemological access a methodology for examining participation drawn from activity theory is mobilised. The paper then concludes with reflecting on the usefulness of using this theory and also the usefulness of promoting participatory parity in classroom engagement.
Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A