Black Students in “White” Universities: the character and provision of liberal higher education institutions in post‐apartheid South Africa

MacKenzie, Clayton G.

doi:10.1080/0305792940240106

Cited by 7 publications

(2 citation statements)

References 1 publication

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“…In both the physical and the human environment, geography engages with the politics of space and power. Climate change is a key example of a discourse that can be studied entirely as a scientific endeavour, but once solutions are proposed the geography of space and power come into play 14 : who governs which territory, who has power over local and multinational polluters, who signs agreements and how we should work together as global citizens towards a more sustainable future. When human geography is examined, interactions of humans with the environment are examined; issues of class, race, and power are all examined within a given geography that has oftentimes been demarcated by colonial powers.…”

Section: Geography and Its Centrality In The Decolonising Debatementioning

confidence: 99%

Shifting sands: The decoloniality of geography and its curriculum in South Africa

et al. 2019

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Section: Geography and Its Centrality In The Decolonising Debatementioning

confidence: 99%

Shifting sands: The decoloniality of geography and its curriculum in South Africa

et al. 2019

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“…Whereas the HWOs directly or overtly supported apartheid (Mackenzie 1994), the HBOs, otherwise known as bush universities, were, by and large, bastions of political strife and struggle (Reddy 1992). Given this divided history, the notion of what is African scholarship is understandably mired in this not-so-distant past.…”

Section: The Fourth Generation Of African Scholarsmentioning

confidence: 99%

The fourth and fifth generations of African scholars: A South African case study

Mapaya

2017

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From Exclusion to Informal Segregation: The Limits to Racial Transformation at the University of Natal

Durrheim¹,

Trotter²,

Piper³

et al. 2004

Social Dynamics

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In the context of higher education transformation in South Africa, this paper attempts to capture a series of observations about transformation at the forme r University of Natal. From a descriptive, multidisciplinary persp ective it critiques racial transformation at the University as driven by concerns of representivity over the need for desegregation. We base this discussion on three sets of observations: an analysis of institutional policy, a review of demographic change in the staff and student bodies and a study of students ' lived experiences of segregation on campus. During the past decade a great deal ofchange has occurred in the overall racial demographics of the student and staff bodies. While demographic transformation efforts at the University do echo national trends, a closer inspection of the policy, practice and lived experience of transformation at the University reveals that all is not well. In particular, institutional policy with respect to transformation has tended to be reactive and superficial and students experience camp us as a segregated and racialized space. Thus, racial transformation at the University has only been partially successful: while overt racist exclusion is withering, informal segregation and attendant racialization remain.

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Black Students in “White” Universities: the character and provision of liberal higher education institutions in post‐apartheid South Africa

Cited by 7 publications

References 1 publication

Shifting sands: The decoloniality of geography and its curriculum in South Africa

Shifting sands: The decoloniality of geography and its curriculum in South Africa

The fourth and fifth generations of African scholars: A South African case study

From Exclusion to Informal Segregation: The Limits to Racial Transformation at the University of Natal

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