ABSTRACT
The extended curriculum programmes are systematic interventions to redress inequalities in educational access and success at universities in South Africa. They are an attempt at the redistribution of resources to support the most disadvantaged students in gaining some equivalence to their better resourced peers. One tool in promoting and supporting success is the overt focus on epistemological access or the core knowledge of the disciplines. Such access requires specialist pedagogies. To this end the chapter reports on classroom research into teaching activities and how they may promote/constrain epistemological access. The findings, though located in day-to-day practices, also indicate more macro-level constraints and enablements to students’ learning and inclusion within the university, or to participatory parity. Parity is examined through the dimensions of government allocation of resources (distribution), the substantive recognition of difference and decision-making or representation at the institutional level. The chapter concludes with observations as to how insights gained from using a parity lens may help to rethink the extended curriculum. For example curriculum arrangements could include greater flexibility in structure and recognition of students’ previous learning, as potential bridging devices.
