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

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