This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. The article, drawing on the experiences of student co-researchers and using the concepts of decoloniality and curricular justice as a theoretical framework, argues for greater acknowledgement of epistemic reciprocity in curriculum development as a way to ensure more socially just curricula. Findings illustrate the importance that students attribute to being able to relate to curricula that reflect their experiences, curricula that they rarely experience in higher education. Students report feelings of marginalisation, lack of recognition of the importance of knowledge and skills developed in their communities and their relevance to higher education together with the challenges they face accessing and engaging with the curriculum.
|Number of pages||16|
|Journal||Compare: A Journal of Comparative and International Education|
|Publication status||Published - 11 Jun 2020|
Bibliographical noteThe acceptance date for this record is provisional and based upon the month of publication for the article.
- SoE Centre for Knowledge, Culture, and Society
- SoE Centre for Higher Education Transformations
- curriculum development
- curricular justice
- epistemic reciprocity