This book explores the idea that teaching and learning – pedagogy – at universities is a crucial space for students’ formation as ethical graduates, equipped with knowledge, skills and values to contribute to more equal societies.

PART I: INTRODUCING.- Chapter 1. Thinking about the University Context and Socially Just Pedagogies; Melanie Walker & Merridy Wilson-Strydom.- PART II: CONCEPTUALIZING AND PRACTISING.- Chapter 2. Framing Pedagogic Justice; Melanie Walker.- Chapter 3. Sociological Knowledge and Transformation; Caroline Barnes, Monica McLean, Andrea Abbas & Paul Ashwin.- Chapter 4. Pedagogic Rights for Transformative Student Learning: What do Lecturers Say and Do?; Merridy Wilson-Strydom.- Chapter 5. Participatory Parity and Emerging Technologies; Vivienne Bozalek.- Chapter 6. Humanistic Education for Teaching in a Globalized World; Carolina Suransky.- Chapter 7. Fostering Cosmopolitan Dispositions; Veronica Crosbie.- Chapter 8. Designing Capability-Informed Pedagogy Using Participatory Student Research; Talita Calitz.- Chapter 9. Voice, Identity and Belonging: Making a Difference; June Pym.- Chapter 10. Transforming the System from Within: Experiences of a Development Cooperation Masters; Alejandra Boni, Carola Calabuig & Victoria Pellicer.- PART III: SYNTHESIZING.- Chapter 11. Human Development as an Expansive Perspective on Socially Just Pedagogies and Quality; Merridy Wilson-Strydom & Melanie Walker. 

“At a time when proving their ‘quality’ has become the overriding concern for higher education institutions around the world, Melanie Walker and Merridy Wilson–Strydom invite us to appreciate the under-recognised linkages between quality education and the pursuit of greater social justice in and through higher education. [This book] demonstrate[s] the possibilities and various manifestations of socially just pedagogies, grounding their argument in new theorising, empirical observations, or both. Highlighting the capabilities approach as an overall conceptual and ethical framework by which to evaluate both policy and practice, the book is a refreshing and much welcome addition to the literature on critical pedagogies in higher education.” (Carolin Kreber, Professor of Higher Education, The University of Edinburgh, UK, and Dean, School of Professional Studies, Cape Breton University) “This book makes a compelling case for the human development perspective, and how this can be harnessed for teaching and learning for social justice. It provides well-reasoned theoretical perspectives, insightful research based analyses, and exciting examples of academics truly teaching from a strong values base. It combines an international gaze with fine-grained, highly contextualised reflections on how to teach differently.” (Professor Brenda Leibowitz, University of Johannesburg, South Africa)

"At a time when proving their 'quality' has become the overriding concern for higher education institutions around the world, Melanie Walker and Merridy Wilson-Strydom invite us to appreciate the under-recognised linkages between quality education and the pursuit of greater social justice in and through higher education. [This book] demonstrate[s] the possibilities and various manifestations of socially just pedagogies, grounding their argument in new theorising, empirical observations, or both. Highlighting the capabilities approach as an overall conceptual and ethical framework by which to evaluate both policy and practice, the book is a refreshing and much welcome addition to the literature on critical pedagogies in higher education." (Carolin Kreber, Professor of Higher Education, The University of Edinburgh, UK, and Dean, School of Professional Studies, Cape Breton University) "This book makes a compelling case for the human development perspective, and how this can be harnessed for teaching and learning for social justice. It provides well-reasoned theoretical perspectives, insightful research based analyses, and exciting examples of academics truly teaching from a strong values base. It combines an international gaze with fine-grained, highly contextualised reflections on how to teach differently." (Professor Brenda Leibowitz, University of Johannesburg, South Africa)

Focuses on innovative examples of pedagogic practice that confront inequality in higher education Provides rich analysis of diverse higher education contexts from a variety of countries Situates pedagogic practice within larger debates about the role of higher education in democratic societies