BACKGROUNDSince the economic reform and opening up in 1978, China witnessed a significant rural-to-urban migration (Wang, 2013). In 2017, those migrating for employment totalled 244 million (17.6% of the total population) (UNICEF, 2018). Migrant workers face a dilemma. Urban public schools are inaccessible to children with a rural hukou (registered residency document) (Zhang, 2015) or require additional fees from rural students (Liu, 2007). Migrant workers usually cannot afford the high tuition fees and the associated living cost of migrating with their children; however, they

To create a socially just teaching method in higher education (HE), we used Fraser’s social justice framework to create a new pedagogical method called student voice for social justice (SVSJ). SVSJ emphasizes student voice and empowerment by developing a co-constructed learning space where students can influence the procedure and content of the class. Applying a participatory action research (PAR) methodology, we explore the skill development of students engaged in SVSJ. Students highlighted five primary learning outcomes (self-learning, critical thinking, knowledge generation, cognitive development, and expression of voice) in the interviews as well as challenges in implementing the model. By employing SVSJ, students’ recognition and representation of their identity groups are enhanced, and the knowledge held by them is redistributed to peers and the lecturer through active participation. In addition, they are equipped with skills that can empower them in their education and future life.

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