Transitions from rural contexts to and through higher education in South Africa: negotiating misrecognition

Abstract

This paper reports on an international collaborative study that investigated how students from rural contexts negotiate the transition to university, and how prior cultural and educational experiences influence their higher education trajectories. A qualitative, participatory methodology was adopted, centred on co-researcher narratives, digital artefacts and discussions. Findings demonstrate how family and community, including religious, study, and self-help groups, influenced their transitions into higher education and journey through university and to their identities, agency and sense of belonging. The paper argues that university practices, values and norms need to acknowledge and incorporate all students’ prior experiences and histories and recognise their powerful contribution in working towards a decolonial higher education.

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