Race, education and emancipation: A five-year longitudinal, qualitative study of agency and impasses to success amongst higher education students in a sample of South African universities
: Research report- client PUBLICATION YEAR
, EArogundade, E.Khalema, T.Morison, S.Molefi, C.Rule
, V.Reddy, B.MoolmanKEYWORDS
: GENDER EQUALITY
, RACIAL SEGREGATION
, UNIVERSITY STUDENTS
: HSRC Library: shelf number 8900
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at email@example.com.
This annual progress report documents the ongoing engagement with data generated and gathered in the third year (2015) of the longitudinal qualitative study entitled "Race, Education and Emancipation: A five-year longitudinal, qualitative study of agency and impasses to success amongst higher education students in a sample of South African universities" conducted by the Human Sciences Research Council (HSRC) on behalf of the Centre for Critical Research in Race and Identity (CCRRI) as part of their Education and Emancipation programme of research. 2015 could be described as a momentous year for higher education in South Africa, with waves of student and worker activism making their mark. Thus what follows is an updated literature review
considering contextual challenges higher education in South Africa faces and important insights into the intersection of race, class and language. Though some of our interviews (especially at the University of Cape Town) in 2015 dealt with the #RhodesMustFall movement the data gathering update for 2015 does not yet reflect the experiences and changes that will and are emerging from this process, including the #FeesMustFall
movement which has now replicated itself to many universities. However, we are excited that the next two rounds of interviews in 2016 (Feb/March and Nov/Dec) will assist in gauging perceptions, reactions and impact in a cohort that we have been following over three years to date - and from which we have gained a deep
understanding of their lived experience of university. Building on the 2014 report, this report follows a similar format describing data gathering for Year 3, with summaries in the report supported by appendices with further information.