Nancy Fraser’s Principle of Parity of Participation in Educational Research. A Systematic Review.

Abstract

Nancy Fraser’s social justice framework stands as one of the leading theories of justice in contemporary times. Its relevance to educational research stems from its robust, multidimensional approach—encompassing redistribution, recognition, and political representation—subsumed under the unifying principle of "parity of participation". Because the specific interpretation of what constitutes participation varies according to the distinct field of social interaction being examined, Fraser's framework provides a uniquely powerful and adaptable norm to analyze systemic barriers and structural conditions that hinder equitable engagement in diverse educational settings. Following the PRISMA 2020 statement guidelines, a systematic literature review was conducted across the Web of Science (WoS) and Scopus databases. Out of an initial pool of 79 identified studies, 46 peer-reviewed articles published between 2010 and 2024 met the inclusion criteria and were selected for analysis through a triangulated coding process executed by the three authors. The review characterizes the deployment of Fraser's framework within educational research into four overarching purposes: (1) Analyzing injustices in specific groups, which investigates how traits such as low academic performance labels, indigenous or refugee status, gender, and disabilities create institutional subordination and limit equal participation; (2) Evaluating educational practices and tools, which assesses mechanisms like open-access textbooks, participatory action methodologies, and mobile technology to determine their capacity to foster transformative justice; (3) Studying representations and perceptions of justice, which demonstrates that student learning opportunities and inclusion are heavily shaped, and sometimes restricted, by the underlying beliefs, cultural biases, and deficit-based views held by teachers, mothers, and public institutions; and (4) Assessing public policies and educational paradigms, which evaluates policy transitions and structural overhauls to move beyond palliative, affirmative measures toward genuine systemic transformation. In conclusion, the review shows that the principle of parity of participation provides a comprehensive lens to diagnose complex educational deficiencies, driving researchers to look past simplistic resource distribution and actively question the structural barriers blocking marginalized groups from interacting as full peers.