Theorising a capability approach to equal participation for undergraduate students at a South African university

Through the Agency of the Muselmann

“…Within this group, 25.2% of South Africans live in conditions of extreme poverty where they are unable to meet their daily dietary requirements or fulfil their basic sanitation or housing needs (Statistics South Africa, 2017 ). Students from disadvantaged backgrounds usually have insufficient and precarious financial resources (often going without food and other basic necessities); sometimes feel they do not ‘belong’ and do not always experience teaching and learning that is confidence-enhancing and imparts critical knowledge (Caltiz, 2018 ; Calitz, Walker, & Wilson-Strydom, 2016 ).…”

A capability pedagogy for excluded youth: Fostering recognition and imagining alternative futures

“…Some scholars using the capability approach (CA) in education have developed similar lists of capabilities to be fostered in education (e.g. Calitz, 2018;Calitz et al, 2016;Walker, 2010Walker, , 2018Wilson-Strydom, 2015). These scholars note the central importance of personal autonomy and practical reason, that is, being able to be independent, and to make and to act on well-thought-out judgments.…”

“…Recently, attention has turned to the importance of the 'capability to aspire', particularly for youth who might have limited access to formal and higher education (Dejaeghere, 2017;Hart, 2016;Powell, 2012). Walker (2010), Wilson-Strydom (2015), and Calitz et al (2016) have all argued for the importance of a critical pedagogical approach to fostering these capabilities. For example, Calitz et al (2016) note how practical reasoning is connected to a critical pedagogical perspective in that it allows one to critically analyze their social reality.…”

“…Walker (2010), Wilson-Strydom (2015), and Calitz et al (2016) have all argued for the importance of a critical pedagogical approach to fostering these capabilities. For example, Calitz et al (2016) note how practical reasoning is connected to a critical pedagogical perspective in that it allows one to critically analyze their social reality. In their description of the capabilities of autonomy and recognition, they suggest that individuals need greater control and participation in (educational) processes that directly affect them.…”

“…This means we need different kinds of pedagogies that can help all students succeed, rather than labeling them as 'first generation' or remedial. Calitz et al (2016) call for the need for horizontal processes of deliberation in educational institutions, ways that can help young people who are 'Othered' to find their voice. In addition to finding their voice, this study shows that teachers, students, and community members need to listen to youth's stories and experiences, recognizing them as valued and valuable.…”