External and internal exclusion of black undergraduate students from impoverished township schools in historically advantaged universities in the Western Cape

Ngwenya, Memoria Celiwe (2014-12)

Thesis (MEd)--Stellenbosch University, 2014.

Thesis

ENGLISH ABSTRACT: The notion of inclusion refers to one of the normative ideals that may be used as a means to promote justice in a democracy. Equally so, the norm of inclusion is capable of exploring the legitimacy of the democratic processes set up for the promotion of equity and redress. The implication thereof is that the notion of inclusion is also an adequate measure for monitoring whether processes practised by polities do embrace the norms of recognition, redistribution, empowerment and justice as we come to understand them within the broader concept of inclusion. Grounded in the theory of inclusion and democracy, this study is set against the backdrop of momentous political changes in South Africa that set the tone for transformation in higher education, amongst other democratic changes. Higher education institutions, alongside all other South African polities, introduced new open policies chock-full of democratic ideals to promote equity so as to ensure that those who previously suffered the injustice of being excluded from gaining entry to higher education are able to access it. Based on this understanding, this study has been conducted from a conceptual point of view to investigate the approach by which two historically advantaged institutions in the Western Cape have conceptualised the inclusion of black students from impoverished schools into their institutions. I have also examined how these institutions articulate their support programmes to keep these students in the higher education system. University policy documents such as admissions policies, financial aid policies, student diversity and equity policies, and student retention and throughput rate provided information for interpretation and data analysis.

AFRIKAANSE OPSOMMING: Die idee van insluiting verwys na een van die normatiewe ideale wat gebruik kan word om geregtigheid in ‟n demokrasie te bevorder. Net so het die norm van insluiting die vermoë om die regmatigheid van die demokratiese prosesse wat ingestel is vir die bevordering van regverdigheid en herstel (redress) te ondersoek. Die implikasie hiervan is dat die idee van insluiting ook ‟n voldoende maatstaf is om te kontroleer of die prosesse wat deur politieke eenhede uitgevoer word, die norme van herkenning, herverdeling, bemagtiging en geregtigheid omhels soos ons hulle binne die breër konsep van insluiting verstaan. Begrond in die teorie van insluiting en demokrasie staan hierdie studie teen die agtergrond van gewigtige politieke verandering in Suid-Afrika wat die toon gestel het vir transformasie in hoër onderwys, onder ander demokratiese veranderinge. Hoëronderwysinstellings, tesame met alle ander Suid-Afrikaanse staatsbestel, het nuwe, oop beleide propvol demokratiese ideale bekend gestel om regverdigheid te bevorder om sodoende te verseker dat die wat voorheen onder die ongeregtigheid van uit hoër onderwys uitgesluit te wees, gelei het, nou toegang daartoe kan kry. Gebaseer op dié verstandhouding is hierdie studie vanuit ‟n konseptuele oogpunt onderneem om ondersoek in te stel na die benadering van twee histories bevoordeelde instellings in die Wes-Kaap tot hulle konseptualisering van die insluiting van swart studente uit arm skole in hulle instellings. Ek het ook ondersoek hoe hierdie instellings hulle ondersteuningsprogramme verwoord om hierdie studente in die hoëronderwysstelsel te behou. Die universiteite se beleidsdokumente, soos toelatingsbeleide, finansiële hulp beleide, studentediversiteits- en regverdigheidsbeleide, en studentebehoud- en deursetkoerse, het inligting verskaf vir die doeleindes van interpretasie en analise.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/95792
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