University access for social justice: a capabilities perspective

Wilson-Strydom, Merridy

doi:10.15700/saje.v31n3a544

Cited by 34 publications

(28 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This stems from the recognition that inaccessibility, or failure to adequately profit from tertiary education, arises from complex web of social injustices related to students’ socio-economic contexts, race and geopolitical position. Usefully elaborated by Sen ( 1979 , 1985 , 1999 ), the capabilities approach to higher education shows how any attempt to create social justice in educational settings must incorporate both a consideration of what a given individual can do and the individuals’ ability to enjoy their abilities in the context of opportunities (Wilson-Strydom 2011 ). The first concerns Sen termed functionings – achieved outcomes, the things that a person is able to be or to do, and the second, capabilities – which combines the idea of functionings with equality of opportunity.…”

Section: Conceptual and Theoretical Frameworkmentioning

confidence: 99%

Access to curriculum for students with disabilities at higher education institutions: How does the National University of Lesotho fare?

Mosia

Phasha

2017

Afr. j. disabil.

View full text Add to dashboard Cite

BackgroundCreating access to curricula at institutions of higher education for students with disabilities requires a concerted effort from management and other key stakeholders to identify students’ needs and create opportunities for success.ObjectivesThis paper presents the findings of a study which examined students with disabilities’ access to curricula at a higher education institution in Lesotho.MethodData for this qualitative study were collected using three methods: in-depth interviews, focus group discussions and document analysis. Eleven students with various types of impairments and 15 academic and non-academic staff members currently working in close proximity to students with disabilities participated in this study.ResultsThe findings reveal inconsistencies between the institution’s admission policy of non-discrimination according to disability status and its practices. These inconsistencies are discussed under the following themes: (1) access at admission level, (2) management of disability data, (3) support by the special education unit, (4) teaching strategies, (5) support by lecturers, (6) availability of assistive technology, (7) special concessions and (8) students’ coping mechanisms.ConclusionWe recommend that a clear policy concerning the support of students with disabilities be developed with the following aims: guide decisions on how disability data should be used, define roles that different university departments must play in facilitating access to curricula for all students, influence suitable development of teaching and learning resources, stimulate research on success and completion rates of students with disabilities and mandate restructuring of programmes that are currently inaccessible to students with disabilities. Key stakeholders, including students with disabilities, disabled persons’ organisations, disability rights activists, and staff should be involved in such policy design.

show abstract

Section: Conceptual and Theoretical Frameworkmentioning

confidence: 99%

Access to curriculum for students with disabilities at higher education institutions: How does the National University of Lesotho fare?

Mosia

Phasha

2017

Afr. j. disabil.

View full text Add to dashboard Cite

show abstract

“…El sistema económico sudafricano está escorado hacia los estudiantes económicamente acomodados, lo que perjudica a los estudiantes de familias de bajos ingresos (Wilson-Strydom, 2011). Si bien el gobierno proporciona seguridad social para niños y ancianos, no hay concesiones para los jóvenes, que a menudo están desempleados.…”

Section: Factores Económicosunclassified

Violencia en las calles sudafricanas como única respuesta: el movimiento de protesta estudiantil sudafricano “#FeesMustFall”

Morwe¹,

España²,

Luescher

2020

Bol_Crim

View full text Add to dashboard Cite

La democratización de la educación superior en Sudáfrica ha revelado desigualdades profundamente arraigadas e inherentes al sistema derivadas del Apartheid (sistema de segregación racial en Sudáfrica y Namibia en vigor hasta 1992), en las que los jóvenes negros no pueden acceder a la educación sin enfrentarse a una miríada de obstáculos. En todo el mundo, los estudiantes han salido a las calles para mostrar su descontento con las autoridades, con la esperanza de generar conciencia y reconocimiento sobre los problemas con los que se encuentran en la educación superior. Sudáfrica no ha sido una excepción. En 2015, el movimiento conocido con el hashtag ‘#FeesMustFall’ (para la reducción de tasas académicas en la educación universitaria) envió un mensaje a los políticos para que priorizaran el necesario cambio que necesita la educación superior en Sudáfrica, ya que sigue siendo un sistema elitista y accesible solo para unos pocos elegidos. Aunque el programa sudafricano para incrementar la tasa de participación y expansión de la educación superior puesto en marcha a final de los años 90 del siglo pasado ha producido algunos beneficios en las últimas décadas, el número de estudiantes africanos en las instituciones de educación superior sigue sin aumentar. Las autoridades no han respondido a las desigualdades estructurales a la que estos estudiantes se enfrentan. En este artículo se detallan los desafíos que llevaron a los estudiantes universitarios sudafricanos a participar en la violenta protesta “#FeesMustFall” y se hacen propuestas sobre cómo superar estos desafíos para generar mejoras a largo plazo.

show abstract

“…These include fiscal constraints with attendant demands for cost containment and accountability (Akooje and Nkomo 2007;Wilson-Strydom 2011), trying to understand the implications of Outcomes Based Education (OBE) for students' preparedness for tertiary level studies, academic restructuring, reviewing academic programmes for contextual relevance to the changing national and provincial health system, and consolidation of educational programmes. The implementation of OBE in 1998 was intended to democratise school education (Grades 1-12) and eliminate inequalities in the post-apartheid education system (Jansen 1998;Soudien and Baxen 1997;Todd and Mason 2005;Mouton, Louw and Strydom 2012).…”

Section: Context Of Students' Learning Supportmentioning

confidence: 99%

Widening student access and participation in Allied Health Sciences: A critical reflection

Ige

Amosun

Hartman

2017

SAJHE

View full text Add to dashboard Cite

Widening of access and participation has become a paramount agenda for Allied Health Sciences education in South Africa. In response to the need the Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town introduced the Intervention Programme (IP) in 2009 as a strategy for widening of access and participation student. This study reflects on the design and implementation of IP, the complexities of the diversity of students entering the IP, and the implications for curriculum restructuring in the first year of study and beyond. The authors drew on Mezirow's (1990) theory of transformative learning to explain the multifaceted challenges encountered through our own reflection as programme designers and facilitators, as well as organisers of and participants in curricular reviews using data from student interviews, student performance in first and subsequent years of study, and review documentation.The study shows that curriculum restructuring for a diversifying student body across multiple programmes is a complex process with interrelated and influential factors. Our critical reflections revealed the complexities of aligning intentions that are significantly flawed by presuppositions relating needs and outcomes.

show abstract

University access for social justice: a capabilities perspective

Cited by 34 publications

References 0 publications

Access to curriculum for students with disabilities at higher education institutions: How does the National University of Lesotho fare?

Access to curriculum for students with disabilities at higher education institutions: How does the National University of Lesotho fare?

Violencia en las calles sudafricanas como única respuesta: el movimiento de protesta estudiantil sudafricano “#FeesMustFall”

Widening student access and participation in Allied Health Sciences: A critical reflection

Contact Info

Product

Resources

About