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Khan Phd Chs 2019.Pdf http://etd.uwc.ac.za/ Abstract The shortage of appropriate student housing in South Africa has been under the spotlight for the past few years. This has been made explicit by the Report on the Ministerial committee for the review of the provision of student housing at South African universities, revealing shocking realities regarding the State of student residences and deplorable conditions under which many students are forced to live. The inequalities in higher education as a result of the legacy of apartheid reflect glaring gaps in resources between Historically Advantaged Institutions (HAIs) and Historically Disadvantaged Institutions (HDIs). The inequity present within higher education impacts on student learning, as HAIs have more resources than HDIs, giving students attending these institutions a different exposure to opportunities. Having a safe, conducive space that facilitates learning is key to ensuring that students are able to learn properly. This research study uses the work of Nancy Fraser to understand how her notion of social justice and the ability to participate as equals (participatory parity) relates to residence life at a HDI in South Africa. Fraser contends that economic, cultural and political dimensions influence participatory parity and either enable or impede the achievement of social justice. The research study considers what suitable institutional arrangements need to be put in place to facilitate more equitable participation for students to enable them to flourish at university. This study is located at the student residences of the University of the Western Cape (UWC). A participatory action research (PAR) design was used, with the study conducted in two phases. The first phase targeted 40 students across UWC residences and used Participatory Learning and Action (PLA) techniques, including the ‘River of Life’ and ‘Community Mapping’. The second phase, involving the same 40 students, comprised a Photovoice process and individual interviews. Nancy Fraser’s participatory parity framework and the dimensions was used as a lens to make sense of the data. The findings of this study revealed several constraints and enablements which affected student learning, namely economic, cultural and political dimensions. The economic dimension revealed constraints relating to poorly resourced facilities, insufficient and ineffective services and problematic technology. Students reported how maldistribution of resources affected them when the lack of those resources prevented them from participating as equals in relation to their peers. The cultural dimension indicated whose status at residences held esteem and whose did not, and consequently what perceived i http://etd.uwc.ac.za/ attributes are valued and devalued at residences. Differently abled students, students struggling with poverty, students living with mental health issues, LGBTIQ issues, issues of gender, as well as foreign national students, found themselves being devalued, meaning that they were misrecognised because of their status. The political dimension was used to examine whether students felt that they had a voice in decision making and whether they felt that their needs and opinions were represented. The study also examined whether students were misframed. Misframing occurs when students are excluded from the frame of justice and determines whether they count and have a valid claim to justice. Foreign national students reported experiencing misframing at residences since, in some respects, they did not qualify as claimants for rights. The study highlights how Fraser’s dimensions are mutually intertwined and reciprocally influence and reinforce one another but that none is reducible to another. Referring to each of the dimensions, the study examines affirmative and transformative strategies for remedying injustices, focusing on existing strategies as well as possible strategies which could bring about participatory parity for students. Finally, the study presents a list of recommendations which the university could consider to improve student learning at residences. ii http://etd.uwc.ac.za/ Key words Social justice Participatory parity Constraints Enablements Higher education Higher education institutions Residences Student learning Participatory learning and action techniques Photovoice iii http://etd.uwc.ac.za/ Abbreviations CHC: Central House Committee CHE: Council for Higher Education CPS: Campus Protection Services DASA: Differently Abled Student Association DHET: Department of Higher Education and Training DOE: Department of Education DVC: Deputy Vice Chancellor EUA; European University Association HAI’s: Historically Advantaged Institutions HDI’s: Historically Disadvantaged Institutions HE: Higher Education LGBTIQ: Lesbian, Gay, Bisexual, Transgendering, Intersex, Queer NEHAWU: National Education Health Allied Workers Union NSFAS: National Financial Aid Scheme PAR: Participatory Action Research PASMA: Pan African Student Movement of Azania PLA: Participatory Learning and Action REAP: Rural Education Access Programme RRA: Rapid Rural Appraisal RS: Residential Services SASCO: South African Student Congress SDS: Student Development and Support SRC: Student Representative Council SREP: Skills Resource Exchange Programme TVET: Technical and Vocational Education and Training UoT: University of Technology UWC: University of the Western Cape iv http://etd.uwc.ac.za/ Declaration I declare that ‘Social justice and participatory parity: Students’ experiences of university residence life at a historically disadvantaged institution in South Africa’, is my own work, that it has not been submitted before for any degree or examination in any other university, and that all the sources I have used or quoted have been indicated and acknowledged by complete references. Full names: Faeza Khan Date: 16th May 2019 Signed: __________________________________ v http://etd.uwc.ac.za/ Dedication Of all the gifts that life has to offer my mother was the greatest gift of all. I dedicate my thesis to my mother who no longer walks with us. She taught me the value of education and believed in me and my abilities. She provided unconditional support and encouragement over the years which allowed me to rise above the obstacles and complete this long and emotional journey. Mommy I thank you for your love and dedication and for shaping the person I am today. I will honour your life and lessons always… vi http://etd.uwc.ac.za/ Acknowledgements Completing my PhD has been a long journey full of self-discovery and learning. At times the journey was lonely and emotionally draining and at times I lost faith in myself and thought I never had it in me to complete this process. I would like to acknowledge and thank the people along the way that helped me, lifted me up and gave me encouragement to continue and find my way. A huge thank you to my supervisor, Professor Vivienne Bozalek whom I have known for many years now and has become my pillar of strength and support. Thank you Prof for your guidance and your wisdom on this journey. My husband, Mogamat Rasdien has been an amazing support and has made me countless cups of coffee on those long days and nights and who in his own way let me know that he believes in me and my abilities. Your unending love and support means so much. I would like to also acknowledge and thank Residential Services more particularly Mr Mark Seale and Gretna Andipatin who gave me chunks of time off work to complete my thesis and provided the encouragement and support. To my ResLife colleagues, in particular Lerato thank you for all you did to hold the fort at a time when I needed to concentrate on completing this project. My best friend Candice, thank you for your motivation and support. Thank you for being that shoulder to cry on when things was slow and for helping me through some difficult times the past year. You will never know what you mean to me and how much your belief in me encouraged me on this journey. Thank you to Jenny Wright for patiently editing my thesis and to Nathmee Arnolds for assisting me with the layout. My nephew Zamier Khan always comes to my rescue at the eleventh hour to assist with the finicky detail. I am eternally grateful. I extend my heartfelt gratitude to all the students that was willing to participate in my research project and who shared their experiences so willingly. I hope this that thesis can go some way in illuminating some of the challenges at residences and creating space for future change. Last but certainly not least I would like to acknowledge the National Research Foundation (NRF) for the funding received to complete this project. vii http://etd.uwc.ac.za/ Table of Contents Abstract ..................................................................................................................................................................................i Key words ........................................................................................................................................................................... iii Abbreviations .................................................................................................................................................................... iv Declaration .......................................................................................................................................................................... v Dedication ..........................................................................................................................................................................
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