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Education Sciences
Special Issues
Equity and Justice in Higher Education
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Equity and Justice in Higher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (24 February 2024) | Viewed by 2673

Special Issue Editors

Dr. Glenda Cox

E-Mail Website
Guest Editor
Centre for Innovation in Learning and Teaching, University of Cape Town, Cape Town 7700, South Africa
Interests: open education and social justice students as partners
Bianca Masuku

E-Mail Website
Guest Editor Assistant
Centre for Innovation in Learning and Teaching, University of Cape Town, Cape Town 7700, South Africa
Interests: open education; open educational resources; open textbooks; social justice; student co-creation; students-as-partners
Msakha Mona

E-Mail Website
Guest Editor Assistant
Language Development Group, University of Cape Town, Cape Town 7700, South Africa
Interests: decoloniality; social justice; translanguaging; curriculum design

Special Issue Information

Dear Colleagues,

This Special Issue will focus on defining, analysing and enabling socially just teaching and learning environments in Higher Education.

Higher Education continues to manifest itself as the location of various injustices. These injustices, which can be intertwined, can be categorized as economic, cultural, linguistic and political. How can these injustices be addressed?

What steps can be adopted practically, discursively and theoretically to address injustices in higher education? When we speak of decolonising Higher Education, how do we move beyond the rhetorical? Is the frame of decolonization enough to result in change? What ontological, epistemic and structural shifts must decoloniality be based on?

Language practices, particularly in formerly colonized contexts, still favour dominant European languages at the exclusion of indigenous languages. The Special Issue welcomes contributions on the areas of language justice, particularly on multilingualism and/or translanguaging in teaching and learning.

Suggested themes shall be listed.

  • Addressing injustice in Higher Education now and in the future.
  • Multilingualism and translanguaging as a mechanism for Social Justice.
  • Redesigning pedagogy for Social Justice.
  • Knowledge as a public good and open education for Social Justice.

Dr. Glenda Cox
Guest Editor

Bianca Masuku
Msakha Mona
Guest Editor Assistants

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • social justice
  • inclusion
  • belonging
  • translanguaging
  • co-creation

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Published Papers (2 papers)

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Research

18 pages, 286 KiB  
Article
Under the Radar: A Survey of Students’ Experiences of Discrimination in the German University Context
by Amand Führer, Karoline Wagner, Zoë Reinhardt and Andreas Wienke
Educ. Sci. 2024, 14(6), 602; https://doi.org/10.3390/educsci14060602 - 3 Jun 2024
Viewed by 580
Abstract
Universities are commonly imagined as “enlightened institutions” that leave no room for discrimination. While studies from other countries and some studies from German universities cast doubt on this notion, the extent and characteristics of university students’ experiences of discrimination in Germany are not [...] Read more.
Universities are commonly imagined as “enlightened institutions” that leave no room for discrimination. While studies from other countries and some studies from German universities cast doubt on this notion, the extent and characteristics of university students’ experiences of discrimination in Germany are not yet sufficiently researched. Therefore, the aim of this study was to assess university students’ experiences of discrimination in a cross-sectional online survey. A total of 890 students completed the questionnaire. Of these, 45% reported that they had witnessed discrimination in the university, while 28% reported first-hand experiences. For those who had experienced discrimination themselves, it occurred repeatedly (68%) or regularly (15.5%). The most common grounds for discrimination were sex or gender (33% of all reported grounds for discrimination), non-German origin (12.5%) and having a chronic illness (7%). University lecturers were mentioned most often (by 80% of those who reported discrimination) as the perpetrators of discrimination. Taking these findings into consideration, universities should revisit their policies and structures that protect students against discrimination and support them in the case of harassment. This could entail obligatory training for university employees but should also consider that the university’s hierarchical structure facilitates abuses of power and can therefore be considered a variable in its own right. Full article
(This article belongs to the Special Issue Equity and Justice in Higher Education)
11 pages, 248 KiB  
Article
Pedagogical Translanguaging as a Socially Just Strategy for Multilingual Students in Occupational Therapy
by Matumo C. Ramafikeng
Educ. Sci. 2024, 14(5), 462; https://doi.org/10.3390/educsci14050462 - 26 Apr 2024
Viewed by 1262
Abstract
Multilingual speakers’ languaging practices are undervalued and problematised in formal teaching and learning spaces in higher education. The environment has legitimised monolingualism as the only acceptable practice, hence students often lack the confidence to recruit their full linguistic repertoires. In the third and [...] Read more.
Multilingual speakers’ languaging practices are undervalued and problematised in formal teaching and learning spaces in higher education. The environment has legitimised monolingualism as the only acceptable practice, hence students often lack the confidence to recruit their full linguistic repertoires. In the third and fourth years of their Occupational Therapy studies, many African students faced challenges due to socio-historic-political factors that put them at risk of failure. These challenges were addressed in academic support tutorial spaces using pedagogical translanguaging. The aim of the paper is to demonstrate the use of translanguaging as a socially just strategy, its affordances, and its challenges. This paper utilises data from a case study within a larger project aiming to describe the use of translanguaging in multilingual teaching and learning settings at a historically White university in South Africa. The case study comprised of eight African students. Linguistic ethnography and Moment analysis were employed. Pedagogical translanguaging and humour were used to create a space conducive to collaborative learning and co-construction of knowledge that granted epistemic access to occupational therapy discourse. Respect and dignity were fundamental in fostering cohesion, improving confidence, enacting speaking rights, and creating a sense of belonging among students who often felt alienated. Full article
(This article belongs to the Special Issue Equity and Justice in Higher Education)
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