Vivienne Bozalek is Senior Professor and Director of Teaching and Learning at the University of the Western Cape, South Africa.

Dorothee Hölscher is a lecturer in the School of Human Services and Social Work, Griffith University and a research associate with the Department of Social Work, University of Johannesburg, South Africa.

Michalinos Zembylas is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus and Honorary Professor, Chair for Critical Studies in Higher Education Transformation at Nelson Mandela University, South Africa

Part 1: Fraser's Contributions to Higher Education: Affirmations and Contestations. 1 Nancy Fraser's work and its relevance to higher education. 2 Under pressure: Time and subjectivity in higher education. 3 Making time for multispecies relationalities in times of crisis. 4 (Mis)framing higher education in South Africa. Part 2: Participatory Parity and Students. 5 Student experience: A participatory parity lens on social (in)justice in higher education. 6 Becoming a community (educational) psychologist: enablements and constraints of participatory parity in student educational journeys. 7 "When it rains [our house] rains too": exploring South African students' narratives of maldistribution. 8 Addressing economic constraints impeding the achievement of Fraser's notion of participatory parity in student learning: A study at a historically disadvantaged institution. 9 Participatory parity in South African extended curriculum programmes. Part 3: Conclusion. 10 Neoliberalism, coloniality and Nancy Fraser's contribution to the decolonisation debate in South African higher education: Concluding Thoughts. 11 An afterword on Nancy Fraser's theorising of social justice and higher education in South Africa

Nancy Fraser and Participatory Parity provides a philosophical framework based on the work of Nancy Fraser, examining how her ideas can be used to analyse contemporary issues in higher education and reimagine higher education practices. Providing a forum for considering Fraser's work in relation to participatory parity in higher education, the book shows how her political philosophy is relevant to higher education pedagogies, scholarship and practice.
The recent student protests in South Africa in 2015 and 2016 has created an impetus to think about how to do things differently in higher education in response to economic, cultural and political inequities. This South African experience is aptly used as a prime example of rethinking issues of coloniality and social injustice in higher education. The contributors' use of Nancy Fraser's theories provides their analyses and reflections with a particularly sharp lens and clear focus. The book also puts her work into conversation with other contemporary writers on social justice and explores the resonances and differentiations of the various approaches.
This book will be of great interest for academics, researchers and post-graduate students in the fields of social justice in education and educational policy.