Post-colonial higher education contexts experience a never-ending recuperation from the multiple violences imposed by colonisation. Coloniality has largely been successful in maintaining a hegemonic hold by white settler colonisers in various facets of higher education despite attempts to decolonise this sector and attempts at transformation. The…

This qualitative case study set out to explore how the COVID-19 pandemic has influenced the educational practice of academics, using this moment as a new perspective to illuminate broader, enduring issues such as how will approaches to university education that have emerged in response to the pandemic lead to lasting changes? What is the likely…

This article reflects on the successes and failures of student protests in transforming higher education in South Africa through a Marxist lens. The slow pace of change by the government in addressing structural and systemic inequalities has led to disgruntlement within the student body. In their quest to hasten the process, students engaged in…

Nancy Fraser and Participatory Parity provides a philosophical framework based on the work of Nancy Fraser, examining how her ideas can be used to analyse contemporary issues in higher education and reimagine higher education practices. Providing a forum for considering Fraser's work in relation to participatory parity in higher education, the…

As institutions increasingly reckon with histories entangled with slavery and Indigenous dispossession, diversity, equity, and inclusion (DEI) efforts occupy a central role in the strategy and resources of higher education. Yet reparation is rarely offered as a viable strategy for institutional transformation. In Reparative Universities, Ariana…

Student affairs practitioners and researchers are well positioned to contribute holistically to student success and as such could play a strategic role in the transformation of higher education. The aim of this article is to illustrate that a key strategic objective of student affairs is to contribute significantly towards student success. This…

The emergence of the teaching an pandemic was a fundamentally disruptive force in the global higher education system that called on us to re-think the very purposes of higher education, our values, and who the academy is inherently for. Largely driven by the then panic over the unpredictable and infectious nature of the COVID-19 disease, higher…

This paper focuses on the potential, challenges, and limits of participatory, narrative and multimodal research methods as contributions to decolonising research on understanding student experiences of teaching and learning in higher education. Drawing on Fraser's social justice concepts of participatory parity, redistribution, recognition, and…

This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the entanglement of subjectivity and memory in working towards different possibilities for more…

Access to higher education has been one of the critical areas of concern in South Africa, particularly for students from disadvantaged backgrounds. The Corona-virus (COVID-19) pandemic has brought the systemic cleavages into sharp relief, with 'access' and subsequent 'success' emerging as an important variable. Availability of digital facilities…

Interrogating the White Paper 3 of 1997 which upholds academic freedom, institutional autonomy and public accountability, I make the case for justice through higher education using public accountability. I argue that the higher education system in South Africa is capable of fulfilling such a role in the context of extreme injustices but not…

The article analyses a national professional learning programme through a social justice lens, drawing on Fraser's framework for social justice and Moje's distinction between socially just pedagogy and pedagogy for social justice. The South African Teaching Advancement at Universities (TAU) Fellowships Programme seeks to advance…

This article addresses whether dialogical, online teaching and learning platforms in higher education can be framed as socially just and decolonized pedagogies at all universities in South Africa (Africa). It is suggested that inclusive pedagogies like dialogue and care on online teaching and learning platforms such as Blackboard, if effectively…

Internationalisation of higher education has mostly been theorised from a Euro-American perspective, taking less into account how legacies of colonial expansion impose unique demands on universities. This article highlights the tensions that arise when universities must respond simultaneously to transnational pressures for internationalisation and…

Higher education institutions (HEIs) remain fraught with student activism because transforming and decolonising curricula to promote culturally responsive education is still lingering. Prolonging a trajectory of culturally apathetic education will not only lead to impoverished and decoupled human knowledge systems but also quell democratic…