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Table of Contents
Acknowledgements; Contents; List of Contributors; List of Figures; List of Tables; Part I: Introducing; Chapter 1: Thinking About theßUniversity Context andßSocially Just Pedagogies; Higher Education asßaßSpace forßJustice; Turning toßPedagogy andßWhat It Means toßBeßEducated; Pedagogic Possibilities, Pedagogic Inequalities; Our Aims andßChapters Overview; References; Part II: Conceptualizing and Practising; Chapter 2: Framing Pedagogic Justice; The E/quality Challenges; Justice Possibilities: Teaching andßLearning; Pedagogical Justice andßSen; Pedagogic Justice forßFreedoms andßFairness.
Beyond Technical-Rational TeachingPublic Reasoning; Public-Social Values; Rights; By Way ofßConclusion: What Is Missing?; References; Chapter 3: Sociological Knowledge andßTransformation; Introduction; Background toßtheßCase ofßSocially Just Pedagogy at Diversity University; Inequities inßUK Higher Education; The 'Pedagogic Quality andßInequality' Research Project (2008-2012); Socially Just Pedagogies at Diversity University: AnßAccount by Lecturers Jenkins andßBarnes; Contextualizing andßConceptualizing Socially Just Pedagogies.
Examples ofßHow Socially Just Pedagogy Is Embedded Within aßSociology CurriculumConclusion; Notes; References; Chapter 4: Pedagogic Rights forßTransformative Student Learning: What Do Lecturers Say andßDo?; Introduction; Capabilities Approach; Bernstein's Pedagogic Rights; Pedagogic Rights andßCapabilities Formation; Methodology; Good University Teaching andßPedagogic Rights; Pedagogic Practices andßPedagogic Rights; Conclusion; References; Chapter 5: Participatory Parity andßEmerging Technologies; Introduction; Emerging Technologies; Theoretical Framework: Fraser's Participatory Parity.
The Three-Dimensional View ofßSocial JusticeAffirmative andßTransformative Approaches; Methodology; Analysis ofßInterviews fromßFraser's Three-ƯDimensional Social Justice Perspective; Resource Constraints (the Economic Dimension); Affirmative Approaches toßTeaching withßTechnology inßtheßEconomic Dimension; Transformative Approaches toßTeaching withßTechnology inßtheßEconomic Dimension; The Cultural Dimension: Issues ofßMisrecognition; Affirmative Approaches toßTeaching withßTechnology inßtheßCultural Dimension; Transformative Approaches toßTeaching withßTechnology inßtheßCultural Dimension.
Affirmative Approaches toßTeaching withßTechnology inßTerms ofßtheßPolitical DimensionTransformative Approaches toßTeaching withßTechnology inßTerms ofßtheßPolitical Dimension; Conclusion; References; Chapter 6: Humanistic Education forßTeaching inßaßGlobalizing World; Introduction; Introducing theßSummer School onßPluralism, Development andßSocial Change; Teaching andßLearning inßaßGlobalizing World; Human Development andßHumanistic Education; Summer School Experiences; Getting Started: Putting Together aßMicrocosm; Understanding andßComparing Reason toßValue.
Beyond Technical-Rational TeachingPublic Reasoning; Public-Social Values; Rights; By Way ofßConclusion: What Is Missing?; References; Chapter 3: Sociological Knowledge andßTransformation; Introduction; Background toßtheßCase ofßSocially Just Pedagogy at Diversity University; Inequities inßUK Higher Education; The 'Pedagogic Quality andßInequality' Research Project (2008-2012); Socially Just Pedagogies at Diversity University: AnßAccount by Lecturers Jenkins andßBarnes; Contextualizing andßConceptualizing Socially Just Pedagogies.
Examples ofßHow Socially Just Pedagogy Is Embedded Within aßSociology CurriculumConclusion; Notes; References; Chapter 4: Pedagogic Rights forßTransformative Student Learning: What Do Lecturers Say andßDo?; Introduction; Capabilities Approach; Bernstein's Pedagogic Rights; Pedagogic Rights andßCapabilities Formation; Methodology; Good University Teaching andßPedagogic Rights; Pedagogic Practices andßPedagogic Rights; Conclusion; References; Chapter 5: Participatory Parity andßEmerging Technologies; Introduction; Emerging Technologies; Theoretical Framework: Fraser's Participatory Parity.
The Three-Dimensional View ofßSocial JusticeAffirmative andßTransformative Approaches; Methodology; Analysis ofßInterviews fromßFraser's Three-ƯDimensional Social Justice Perspective; Resource Constraints (the Economic Dimension); Affirmative Approaches toßTeaching withßTechnology inßtheßEconomic Dimension; Transformative Approaches toßTeaching withßTechnology inßtheßEconomic Dimension; The Cultural Dimension: Issues ofßMisrecognition; Affirmative Approaches toßTeaching withßTechnology inßtheßCultural Dimension; Transformative Approaches toßTeaching withßTechnology inßtheßCultural Dimension.
Affirmative Approaches toßTeaching withßTechnology inßTerms ofßtheßPolitical DimensionTransformative Approaches toßTeaching withßTechnology inßTerms ofßtheßPolitical Dimension; Conclusion; References; Chapter 6: Humanistic Education forßTeaching inßaßGlobalizing World; Introduction; Introducing theßSummer School onßPluralism, Development andßSocial Change; Teaching andßLearning inßaßGlobalizing World; Human Development andßHumanistic Education; Summer School Experiences; Getting Started: Putting Together aßMicrocosm; Understanding andßComparing Reason toßValue.