Beyond heteronormativity towards social justice: Disrupting gender operationalisation in teaching and learning trends in higher education
نویسندگان
چکیده
Quantitative approaches, based on numerical analyses of operationalised variables, used to present teaching and learning trends in higher education, are pervasive. However, disaggregated by gender generally collected and/or reported according a binary operationalisation. The is associated with heteronormative dispositions. This paper examines the extent which operationalisation, as it relates specifically South Africa, promotes dispositions consequent implications for social justice. Framed within Nancy Fraser’s approach justice, constitute misrecognition hence injustice. Based review data gathering reporting Department Higher Education Training (DHET), clear that, at present, non-binary expressions or misrecognised. argues that operationalisation contributes not commensurate It calls disruption linked mechanism full recognition socially just knowledge production. does focus research moment but rather seeks disrupt processes could be exclusionary promote injustice, thus interrupt socially-unjust representations, gender.
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ژورنال
عنوان ژورنال: Critical studies in teaching and learning
سال: 2022
ISSN: ['2310-7103']
DOI: https://doi.org/10.14426/cristal.v10i1.572