| Popis: |
Post-1994 South African higher education has been mandated by the government to redress the injustices brought about by the apartheid regime. The opening of university doors to students from previously disadvantaged communities like rural areas is one such mandate. This change in demographic profile of the student body over the last 20 years has had adverse effects. Thus, the complexity and scope of higher education has increased owing to the diverse nature of the current student body entering the universities (CHE 2010). This points to the need to look into issues of space and student experiences. Among other disadvantaged groups, rural students are victims of circumstances. The problems they face upon entry into university include, among others, the inadequacy of the school system in preparing them for university life, the complex challenges posed by the university’s social and academic demands and students’ lack of familiarity with the modus operandi within the learning spaces (CHE 2010). These formidable challenges impact adversely on their success as university students, thereby widening the social inequality gap. There is a dearth of research that looks into the experiences of rural students, more specifically in relational spaces. In our view, if such spaces are left unchecked, they tend to derail and work against the achievement of epistemological access which South African higher education is currently clamouring for. |
