The provision of residence accommodation is a persistent challenge that is faced by universities across the globe. However, suitable accommodation for students with disabilities is an even greater challenge that is exacerbated by the absence of appropriately designed, maintained and managed residences. In particular, the adverse impact on wheelchair users and students whose disabilities require specific design adaptations is acute. This article will focus on the experiences of students with disabilities in university residences. The study on which this article is based employed a phenomenological theoretical approach with ‘resilience’ as the conceptual framework. The findings reveal that many stressors impacted students with disabilities in university residences and that these stressors potentially hampered their performance. However, these students developed personal attributes and ways of responding to the stressors they encountered, and many devised social networks utilisation to address their challenges and navigate institutional barriers. A particular focus was that embracing diversity is crucial for all operations at universities to counteract the discrimination and stigmatisation that are often experienced by students with disabilities.
{"title":"Diversity Includes Disability: Experiences of Resilience in a University Residence","authors":"P. T. Duma","doi":"10.24085/jsaa.v7i2.3826","DOIUrl":"https://doi.org/10.24085/jsaa.v7i2.3826","url":null,"abstract":"The provision of residence accommodation is a persistent challenge that is faced by universities across the globe. However, suitable accommodation for students with disabilities is an even greater challenge that is exacerbated by the absence of appropriately designed, maintained and managed residences. In particular, the adverse impact on wheelchair users and students whose disabilities require specific design adaptations is acute. This article will focus on the experiences of students with disabilities in university residences. The study on which this article is based employed a phenomenological theoretical approach with ‘resilience’ as the conceptual framework. The findings reveal that many stressors impacted students with disabilities in university residences and that these stressors potentially hampered their performance. However, these students developed personal attributes and ways of responding to the stressors they encountered, and many devised social networks utilisation to address their challenges and navigate institutional barriers. A particular focus was that embracing diversity is crucial for all operations at universities to counteract the discrimination and stigmatisation that are often experienced by students with disabilities.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"292 1","pages":"75-87"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79497017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
More and more tertiary institutions are now focusing on the mainstreaming and inclusion of students with disabilities. Some higher education institutions (HEIs) in South Africa have established so‑called Disability Units (DUs) to offer specialised services to students with disabilities, to facilitate access and integration of these students at their institutions. For many students with disabilities, the DU services are the first point of contact. These units work to facilitate access and ensure participation in the university for students with disabilities. This involves making “reasonable adjustments” and providing support for students with disabilities to ensure full participation and equal opportunities. Students with disabilities who will need support and alternative arrangements range from students with hearing impairments, visual impairments, physical impairments, health impairments (such as chronic illness), learning impairments, or psychiatric disabilities. Although universities, both locally and internationally, may systematise support in slightly different ways, many universities follow similar trends to accommodate and support students with specific disabilities as per their needs. Appropriate support systems in teaching and learning are vital in ensuring equal access for students with disabilities. The commitment of the institution to facilitating support and participation depends on its willingness to change admission, curricular and assessment procedures, as well as physical accessibility of the institution. We have seen from the literature that support for students with disabilities varies from country to country (Lane, 2017; Mantsha, 2016). We followed a qualitative research approach and adopted a case study research design to understand the phenomenon of student support better. We used classroom observations, document analysis and focus group interviews to collect data. Ten students with disabilities participated in the study. The study found that the DU of the university played an important role in supporting their studies. However, the students did not receive adequate additional support from their lecturers such as tutorials and differentiation of the curriculum. Shortage of learning materials specifically adapted for students with disabilities was mentioned as a weakness. The study recommends that lecturers should be trained on how to teach and support students with disabilities as this will enhance the quality of teaching and learning for these students. Other recommendations include that the DU should establish an online interactive portal for its registered students to increase communication between students and the university.
{"title":"Kinds of Support Offered by the Disability Unit to Students with Disabilities at Institutions of Higher Learning in South Africa: A Case Study of the University of Venda","authors":"T. Mbuvha","doi":"10.24085/jsaa.v7i2.3825","DOIUrl":"https://doi.org/10.24085/jsaa.v7i2.3825","url":null,"abstract":"More and more tertiary institutions are now focusing on the mainstreaming and inclusion of students with disabilities. Some higher education institutions (HEIs) in South Africa have established so‑called Disability Units (DUs) to offer specialised services to students with disabilities, to facilitate access and integration of these students at their institutions. For many students with disabilities, the DU services are the first point of contact. These units work to facilitate access and ensure participation in the university for students with disabilities. This involves making “reasonable adjustments” and providing support for students with disabilities to ensure full participation and equal opportunities. Students with disabilities who will need support and alternative arrangements range from students with hearing impairments, visual impairments, physical impairments, health impairments (such as chronic illness), learning impairments, or psychiatric disabilities. Although universities, both locally and internationally, may systematise support in slightly different ways, many universities follow similar trends to accommodate and support students with specific disabilities as per their needs. Appropriate support systems in teaching and learning are vital in ensuring equal access for students with disabilities. The commitment of the institution to facilitating support and participation depends on its willingness to change admission, curricular and assessment procedures, as well as physical accessibility of the institution. We have seen from the literature that support for students with disabilities varies from country to country (Lane, 2017; Mantsha, 2016). We followed a qualitative research approach and adopted a case study research design to understand the phenomenon of student support better. We used classroom observations, document analysis and focus group interviews to collect data. Ten students with disabilities participated in the study. The study found that the DU of the university played an important role in supporting their studies. However, the students did not receive adequate additional support from their lecturers such as tutorials and differentiation of the curriculum. Shortage of learning materials specifically adapted for students with disabilities was mentioned as a weakness. The study recommends that lecturers should be trained on how to teach and support students with disabilities as this will enhance the quality of teaching and learning for these students. Other recommendations include that the DU should establish an online interactive portal for its registered students to increase communication between students and the university.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"38 1","pages":"57-73"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77896709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of university student housing in the lives of undergraduate students has changed. While student housing used to be understood only as a space to accommodate students who primarily come from out of town, now universities have started using student housing strategically to advance the success of the students. Student housing is now used to build sustainable living and learning student environments in the interests of promotion of student access and success. Through an ethnographic account, where the researcher spent two consecutive semesters living in an undergraduate university residence which accommodates 577 students, the article provides an ‘insider-outsider’ interpretation of students’ context for success from one of the South African university student residences. This article uses Tinto’s theory of student integration model to frame an understanding of students’ experiences and perceptions of success. It further highlights socioeconomic hardships as well as stories of caring and partnerships that students experience in their journeys towards success. These student experiences are very relevant to their integration into the university culture and systems and are critically important to the success of the student. This article concludes that the role of student housing is key to student success as it provides various opportunities for support from fellow students and staff.
{"title":"The Role of Student Housing in Student Success: An Ethnographic Account","authors":"N. Xulu-Gama","doi":"10.24085/jsaa.v7i2.3822","DOIUrl":"https://doi.org/10.24085/jsaa.v7i2.3822","url":null,"abstract":"The role of university student housing in the lives of undergraduate students has changed. While student housing used to be understood only as a space to accommodate students who primarily come from out of town, now universities have started using student housing strategically to advance the success of the students. Student housing is now used to build sustainable living and learning student environments in the interests of promotion of student access and success. Through an ethnographic account, where the researcher spent two consecutive semesters living in an undergraduate university residence which accommodates 577 students, the article provides an ‘insider-outsider’ interpretation of students’ context for success from one of the South African university student residences. This article uses Tinto’s theory of student integration model to frame an understanding of students’ experiences and perceptions of success. It further highlights socioeconomic hardships as well as stories of caring and partnerships that students experience in their journeys towards success. These student experiences are very relevant to their integration into the university culture and systems and are critically important to the success of the student. This article concludes that the role of student housing is key to student success as it provides various opportunities for support from fellow students and staff.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"1 1","pages":"15-25"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79774567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
More South African research is needed that examines the application of positive psychology to assist students in navigating the stressful first‑year experience by identifying, developing and applying signature strengths. This article reports on a mixed methods study that investigated the efficacy of a strengths-based development programme presented to a sample of 55 first‑year university students (mean age = 19.77, SD = 1.50, female = 60%). Quantitative data were collected in a pre- and post-intervention manner using the Personal Growth Initiative Scale, the Subjective Happiness Scale, the Satisfaction with Life Scale and the Strengths Use and Deficit Improvement Questionnaire. Qualitative data were collected in individual semi-structured interviews (n = 12, age range = 18‑22). Significant changes between the pre- and post‑test scores emerged when comparing the quantitative data. The qualitative analysis pointed to aspects that participants regarded as beneficial to the efficacy of the strengths-based programme. Collectively, the data integration suggested that the intervention had a positive impact on participants’ sense of well‑being and contributed to enhancing the first‑year experience. Limitations and areas for further research conclude the discussion.
{"title":"The Best that I Can Be: A Case for a Strengths-Based Approach during the First‑Year Experience","authors":"H. Mason","doi":"10.24085/jsaa.v7i2.3827","DOIUrl":"https://doi.org/10.24085/jsaa.v7i2.3827","url":null,"abstract":"More South African research is needed that examines the application of positive psychology to assist students in navigating the stressful first‑year experience by identifying, developing and applying signature strengths. This article reports on a mixed methods study that investigated the efficacy of a strengths-based development programme presented to a sample of 55 first‑year university students (mean age = 19.77, SD = 1.50, female = 60%). Quantitative data were collected in a pre- and post-intervention manner using the Personal Growth Initiative Scale, the Subjective Happiness Scale, the Satisfaction with Life Scale and the Strengths Use and Deficit Improvement Questionnaire. Qualitative data were collected in individual semi-structured interviews (n = 12, age range = 18‑22). Significant changes between the pre- and post‑test scores emerged when comparing the quantitative data. The qualitative analysis pointed to aspects that participants regarded as beneficial to the efficacy of the strengths-based programme. Collectively, the data integration suggested that the intervention had a positive impact on participants’ sense of well‑being and contributed to enhancing the first‑year experience. Limitations and areas for further research conclude the discussion.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"31 1","pages":"89-108"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89149411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Living Communities","authors":"Birgit Schreiber, T. Luescher, Teboho Moja","doi":"10.24085/jsaa.v7i2.3820","DOIUrl":"https://doi.org/10.24085/jsaa.v7i2.3820","url":null,"abstract":"","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"123 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86429363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lisa Bardill Moscaritolo, Rozanne Engel, Tonia Overmeyer
Leadership and mental health came under the spotlight when more than 50 student leaders from all over the world met at Stellenbosch University (SU) from 23 to 26 June 2019 for the International Association of Student Affairs and Services (IASAS) Student Leader Global Summit. It was the first time that SU hosted this global summit for student leaders. IASAS is a nonprofit organisation that was founded in Belgium in 2013. It is a worldwide association of university professionals working in the area of student affairs and services. IASAS has more than 1 400 individual, institutional and association members representing over 90 countries on five continents. The fourth IASAS Student Leader Global Summit (SLGS) welcomed 45 students from 14 countries across the world. The SLGS provides a global platform for improving multi- and intercultural communication and understanding amongst students. The goal of the summits is to bring student leaders from different parts of the world together to discuss student governance, leadership, social justice and other topics of shared interest.
{"title":"IASAS Student Leader Global Summit 2019","authors":"Lisa Bardill Moscaritolo, Rozanne Engel, Tonia Overmeyer","doi":"10.24085/JSAA.V7I2.3830","DOIUrl":"https://doi.org/10.24085/JSAA.V7I2.3830","url":null,"abstract":"Leadership and mental health came under the spotlight when more than 50 student leaders from all over the world met at Stellenbosch University (SU) from 23 to 26 June 2019 for the International Association of Student Affairs and Services (IASAS) Student Leader Global Summit. It was the first time that SU hosted this global summit for student leaders. IASAS is a nonprofit organisation that was founded in Belgium in 2013. It is a worldwide association of university professionals working in the area of student affairs and services. IASAS has more than 1 400 individual, institutional and association members representing over 90 countries on five continents. The fourth IASAS Student Leader Global Summit (SLGS) welcomed 45 students from 14 countries across the world. The SLGS provides a global platform for improving multi- and intercultural communication and understanding amongst students. The goal of the summits is to bring student leaders from different parts of the world together to discuss student governance, leadership, social justice and other topics of shared interest.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73092620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research explored the relationships that exist between first‑year students’ sense of purpose and meaning in life, mental health and academic performance enrolled for courses with at‑risk subjects at a higher education institution. Empirical data was obtained from 269 participants (18‑22 years = 60.97%, female = 55.80%) who completed the Purpose in Life test and Mental Health Screening Questionnaire that assessed their sense of purpose and meaning in life and mental health. The average mark in four subjects during their mid-year examination denoted their academic performance. The results suggested that students were still exploring the nature of their sense of purpose and meaning in life (M = 109.21, SD = 21.05) and that small, significant relationships existed between their sense of purpose and meaning in life and mental health. These findings suggested that student practitioners should consider developing interventions to enhance first‑year students’ identification of their purpose and meaning in life that may inherently also aid their identity development. Likewise, practitioners should consider strengthening and/or developing interventions in critical mental health areas like depression, anxiety, post‑traumatic stress and alcohol use behaviour.
{"title":"The Relationships Between First‑Year Students’ Sense of Purpose and Meaning in Life, Mental Health and Academic Performance","authors":"C. V. D. Walt","doi":"10.24085/jsaa.v7i2.3828","DOIUrl":"https://doi.org/10.24085/jsaa.v7i2.3828","url":null,"abstract":"The research explored the relationships that exist between first‑year students’ sense of purpose and meaning in life, mental health and academic performance enrolled for courses with at‑risk subjects at a higher education institution. Empirical data was obtained from 269 participants (18‑22 years = 60.97%, female = 55.80%) who completed the Purpose in Life test and Mental Health Screening Questionnaire that assessed their sense of purpose and meaning in life and mental health. The average mark in four subjects during their mid-year examination denoted their academic performance. The results suggested that students were still exploring the nature of their sense of purpose and meaning in life (M = 109.21, SD = 21.05) and that small, significant relationships existed between their sense of purpose and meaning in life and mental health. These findings suggested that student practitioners should consider developing interventions to enhance first‑year students’ identification of their purpose and meaning in life that may inherently also aid their identity development. Likewise, practitioners should consider strengthening and/or developing interventions in critical mental health areas like depression, anxiety, post‑traumatic stress and alcohol use behaviour.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"82 1","pages":"109-121"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74525013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewed by Vicki Trowler In my day job as a researcher of higher education, one of the topics I have studied and written about is student engagement. Engagement of, and by, students is now universally held to be central to student success (Trowler, 2010) and all of us working in this arena grapple with ways to facilitate this. Kahu and Nelson (2018) argue that an alignment of institutional and student factors unlocks student engagement, and thus learning. Specifically, when the curriculum is aligned with students’ interests, experiences and “future selves”, students will engage on an emotional level, so learning can take place. Preparing slides ahead of an undergraduate lecture, I sit staring at my computer screen, wondering as does every other lecturer preparing to teach, how best to make the material engaging, accessible, relevant. How do we best speak to not just the students’ past, current and “future selves”, but also their possible selves, subverting the predictions of “differential outcomes” that doom students from certain backgrounds (categorised by “race”, ethnicity, gender, social class, disability status, geography and the other cleavages to which inequality clings persistently) to lesser attainment?
{"title":"Jansen, Jonathan D. (Ed.) (2019). Decolonisation in Universities: The Politics of Knowledge. Johannesburg, South Africa: Wits University Press.","authors":"Vicki Trowler","doi":"10.24085/jsaa.v7i2.3832","DOIUrl":"https://doi.org/10.24085/jsaa.v7i2.3832","url":null,"abstract":"Reviewed by Vicki Trowler In my day job as a researcher of higher education, one of the topics I have studied and written about is student engagement. Engagement of, and by, students is now universally held to be central to student success (Trowler, 2010) and all of us working in this arena grapple with ways to facilitate this. Kahu and Nelson (2018) argue that an alignment of institutional and student factors unlocks student engagement, and thus learning. Specifically, when the curriculum is aligned with students’ interests, experiences and “future selves”, students will engage on an emotional level, so learning can take place. Preparing slides ahead of an undergraduate lecture, I sit staring at my computer screen, wondering as does every other lecturer preparing to teach, how best to make the material engaging, accessible, relevant. How do we best speak to not just the students’ past, current and “future selves”, but also their possible selves, subverting the predictions of “differential outcomes” that doom students from certain backgrounds (categorised by “race”, ethnicity, gender, social class, disability status, geography and the other cleavages to which inequality clings persistently) to lesser attainment?","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"34 1","pages":"145-148"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87689391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article we argue for a socio-political conception of space in order to show how conceptualisations of space can provide conceptual tools in the reframing of policy and designing of policy interventions in pursuit of higher education transformation goals. In keeping with Lefebvre and others, we conceptualise space as a co-producer of social relations with agentic capability in the transformation of higher education. Using this understanding of space as a conceptual framework, we analyse four national cornerstone policy documents on higher education transformation in South Africa. We find that space is almost consistently conceived of only as an object in transformation – be it with respect to macro policy on mergers to reconfigure the apartheid spatial landscape of higher education, or with respect to discriminatory institutional cultures and the need to create secure and safe campus environments. Since the landmark White Paper on Higher Education of 1997, it is only the most recent policy document we analyse, the Draft National Plan for Post-school Education and Training of 2017, which blurs the lines between the social ills affecting higher education, the student experience and student academic performance, and different functions of space. We conclude by introducing the conceptual tool of spatial types as an opening gambit for a research agenda that aims to explore the organisation of space in higher education institutions to identify the underlying rules that govern their social nature and promote conceptualisations of social space in the reframing and design of policy that respond to calls for the creation of transformed and ‘decolonised’ higher education, as heard in student movement campaigns in 2015/16.
{"title":"Inserting Space into the Transformation of Higher Education","authors":"Philippa Tumubweinee, T. Luescher","doi":"10.24085/jsaa.v7i1.3689","DOIUrl":"https://doi.org/10.24085/jsaa.v7i1.3689","url":null,"abstract":"In this article we argue for a socio-political conception of space in order to show how conceptualisations of space can provide conceptual tools in the reframing of policy and designing of policy interventions in pursuit of higher education transformation goals. In keeping with Lefebvre and others, we conceptualise space as a co-producer of social relations with agentic capability in the transformation of higher education. Using this understanding of space as a conceptual framework, we analyse four national cornerstone policy documents on higher education transformation in South Africa. We find that space is almost consistently conceived of only as an object in transformation – be it with respect to macro policy on mergers to reconfigure the apartheid spatial landscape of higher education, or with respect to discriminatory institutional cultures and the need to create secure and safe campus environments. Since the landmark White Paper on Higher Education of 1997, it is only the most recent policy document we analyse, the Draft National Plan for Post-school Education and Training of 2017, which blurs the lines between the social ills affecting higher education, the student experience and student academic performance, and different functions of space. We conclude by introducing the conceptual tool of spatial types as an opening gambit for a research agenda that aims to explore the organisation of space in higher education institutions to identify the underlying rules that govern their social nature and promote conceptualisations of social space in the reframing and design of policy that respond to calls for the creation of transformed and ‘decolonised’ higher education, as heard in student movement campaigns in 2015/16.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87170038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2014, through the University of the Free State’s (UFS) Institute for Reconciliation and Social Justice (IRSJ), three South African universities partnered to collaborate on the pilot phase of a research project focused on understanding whether the Arts could enable social cohesion, as the 2012 National Development Plan (2030) had promoted. The project, which had been conceptualised by one of the authors of this article in early 2014,1 followed both experience and observation of the challenges with regards this concept in the Arts, Culture and Heritage sectors of South Africa. Subsequent reflection and questioning of some of the related challenges, problematised the role that higher education had in societal transformation, and accordingly, in the conceptual development of social cohesion: Were universities creating appropriate conceptual frameworks and praxes required for the post-apartheid South African context?
{"title":"Grasping the Regimes of Language, Space and Identity in the Visual of Post‑apartheid Higher Education in South Africa","authors":"G. Baillie, Marilyn Duker, Zamansele Nsele","doi":"10.24085/jsaa.v7i1.3697","DOIUrl":"https://doi.org/10.24085/jsaa.v7i1.3697","url":null,"abstract":"In 2014, through the University of the Free State’s (UFS) Institute for Reconciliation and Social Justice (IRSJ), three South African universities partnered to collaborate on the pilot phase of a research project focused on understanding whether the Arts could enable social cohesion, as the 2012 National Development Plan (2030) had promoted. The project, which had been conceptualised by one of the authors of this article in early 2014,1 followed both experience and observation of the challenges with regards this concept in the Arts, Culture and Heritage sectors of South Africa. Subsequent reflection and questioning of some of the related challenges, problematised the role that higher education had in societal transformation, and accordingly, in the conceptual development of social cohesion: Were universities creating appropriate conceptual frameworks and praxes required for the post-apartheid South African context?","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79358412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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