Higher education (HE) systems sustain and reproduce inequalities despite intentions to redress them. However, widening participation rooted in social justice practices increases participation in HE for marginalised under-represented groups through overt, shared and practised values in action and mobilization of HE interests and resources. Drawing on interviews with senior managers, teaching, research, academic/educational development staff and students at six South African universities (2012-16) and scrutiny of literature, our study contributes to cross-country learning by developing a taxonomy of social justice practices: epistemological access; values-oriented curriculum; critical pedagogies and professionalism; student engagement and belonging; critical enquiry and communities of practice; ethical leadership and strategic embedding of practice.
|Number of pages||29|
|Journal||Higher Education Review|
|Publication status||Published - 1 Jun 2017|
- higher education
- widening participation
- social justice
- South Africa