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Research Publications (Academic Support)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/211

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Author: search.filters.author.Hlatshwayo, Mlamuli Nkosingphile

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    Theorising the #MustFall student movements in contemporary South African higher education : a social justice perspective
    (University of Pretoria - ESI Press, 2019) Hlatshwayo, Mlamuli Nkosingphile; Kehdinga, George Fomunyam
    A significant amount of literature on the student movement in South Africa is characterised by two limitations. Firstly, a significant amount of this literature is found in un‑academic and non‑peer‑reviewed sources, such as social media, online newspapers, blog posts and other platforms. Secondly, some of this literature is characterised by an absence of theory in offering us critical analysis of the emergent conditions of the student movement as a phenomenon in South African higher education (SAHE). In this article, we respond to the above gaps by contributing to the scholarly development and critical analysis of the student movement in SAHE. In order to respond to the above two gaps, we firstly provide a brief historical and contextual environment that has contributed to the emergence of the student movement phenomenon in SAHE. Secondly, we introduce Nancy Fraser’s social justice perspective, in offering us the theoretical and conceptual tools we need to look at the struggles and challenges that confront student movements, focusing in particular on the challenges that frustrate them in relating and interacting as peers on an equal footing in society. Using Fraser’s social justice framework to look at the #MustFall movements will allow us to better understand them as complex phenomena in SAHE and allow us to properly understand their emergence.
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    Theorising first-generation students’ successes at a historically white South African university
    (University of KwaZulu-Natal, 2019-12-30) Hlatshwayo, Mlamuli Nkosingphile; Fomunyam, Kehdinga George
    This article attempts to shift the first-generation literature to not only focus on the marginalised experiences of first-generation students, but to also theorise the successes that these students have experienced in negotiating a historically white higher education institution. To do this, data was generated using semistructured interviews and participants were sampled using snowball sampling and this ensured that the social networks and connections that these students have with one another, were accessed. 32 first generation students were recruited, and in-depth interviews were held with each of the participants, averaging one hour per student. The data or findings indicate that the success of first-generation students largely depends on four key forces – the force of diligence, the force of language, the force of personal attributes, as well as the force of personal relationships. Bourdieu’s field theory, capital (social and cultural), and habitus were employment to further make sense of the findings. All these forces play a critical role in ensuring that first-generation students are not only able to negotiate their marginality in a historically white HE, but that they are successful.