The potential of critical feminist citizenship frameworks for citizenship and social justice in higher education

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dc.contributor.authorBozalek, Vivienne
dc.contributor.authorCarolissen, Ronelle
dc.date.accessioned2016-07-21T09:58:21Z
dc.date.available2016-07-21T09:58:21Z
dc.date.issued2012-12
dc.description.abstractThere is a paucity of South African literature that uses feminist critical approaches as a conceptual tool to examine intersections of social justice and citizenship. This article aims to address this gap by examining the potential of critical feminist approaches to transform conceptions of citizenship in higher education. It outlines how traditional normative frameworks of citizenship can be contested by drawing on feminist approaches. More specifically, the article focuses on feminist contributions regarding ontological constructions of human beings as citizens, the public-private binary, the politics of needs interpretation, participatory parity and belonging, illuminating these concepts with illustrative examples from the higher education context. The article concludes by suggesting recommendations based on the identified feminist conceptions.en_ZA
dc.identifier.citationBozalek, V., & Carolissen, R. (2012). The potential of critical feminist citizenship frameworks for citizenship and social justice in higher education. Perspectives in Education, 30(4), 9-18.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3718
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free State
dc.subjectSocial justiceen_ZA
dc.subjectCitizenshipen_ZA
dc.subjectFeminismen_ZA
dc.subjectSouth Africaen_ZA
dc.subjectHigher educationen_ZA
dc.titleThe potential of critical feminist citizenship frameworks for citizenship and social justice in higher educationen_ZA
dc.typeArticleen_ZA
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PiE 2012 Volume 30 Issue 4