The Evolution of Admissions and Retention Policies at an Historically White South African University

1997 ◽  
Vol 66 (4) ◽  
pp. 423 ◽  
Author(s):  
Reitumetse Obakeng Mabokela
Keyword(s):  
South African ◽  
Historically White ◽  
Retention Policies

Adjustment of Black Students at a Historically White South African University

2003 ◽  
Vol 23 (1) ◽  
pp. 107-116 ◽  
Author(s):  
JUSTIN SENNETT ◽  
GILLIAN FINCHILESCU ◽  
KERRY GIBSON ◽  
ROSANNA STRAUSS
Keyword(s):  
Black Students ◽  
South African ◽  
Historically White

Beyond the Local–Global Binaries of Higher Education Internationalization in Post-apartheid South Africa

2019 ◽  
Vol 24 (1) ◽  
pp. 131-147
Author(s):  
Upenyu S. Majee
Keyword(s):  
International Education ◽  
South African ◽  
Historically White ◽  
Policy Responses ◽  
Institutional Structures ◽  
Local Contexts ◽  
Global North ◽  
Central Argument ◽  
Higher Education Internationalization ◽  
Development Prospects

The article critiques the tendency in the field of international education to theorize internationalization around the impacts of and policy responses to globalization in local contexts. The central argument of the article is that South Africa’s history and development prospects are so intricately bound up with those of its neighbors in the Southern African Development Community (SADC) region that it would be misleading for the country to be talked about in just national/local and global terms. To develop this argument on South Africa’s roles and situation in a regionally interconnected context, I draw on insights from an institutional ethnography of a top-rated, historically White South African public university. While local–global discourses were institutionalized nationally and institutionally through policies for transformation and internationalization, the conspicuous absence of formal institutional structures for regionalization shows the limitations of local–global or global north–south dichotomies in analyzing structures that operate both above and below the level of the nation-state.

A sociolinguistic approach to implicit language attitudes towards historically white English accents among young L1 South African indigenous language speakers

2019 ◽  
Vol 2019 (260) ◽  
pp. 131-153
Author(s):  
Pedro Álvarez-Mosquera ◽  
Alejandro Marín-Gutiérrez
Keyword(s):  
South African ◽  
Potential Role ◽  
Language Attitudes ◽  
Reaction Times ◽  
Historically White ◽  
Positive Attitudes ◽  
Language Exposure ◽  
Accented English ◽  
Type Of School

Abstract This study investigates the potential role of context-relevant sociolinguistic factors in explaining young L1 indigenous South African language speakers’ IAT (Implicit Association Test) scores towards two varieties largely associated with the white group: Standard South African English and Afrikaans accented English. To this end, a post-IAT sociolinguistic survey on participants’ linguistic background, language exposure and intergroup social distance levels (among other social factors) was used. Separate ANOVAS were performed using the IAT reaction times as a dependent variable and sociolinguistic variables as factors. Notably, the sociolinguistic approach revealed that more positive attitudes towards Afrikaans accented English are correlated with the language range of participants, the dominant languages spoken in their places of origin, and the type of school they have attended.

Transforming Higher Education in South Africa: A New Approach to Governance

1996 ◽  
Vol 24 (1) ◽  
pp. 10-16
Author(s):  
Teboho Moja ◽  
Nico Cloete
Keyword(s):  
Higher Education ◽  
South African ◽  
Political Legitimacy ◽  
Historically White ◽  
New Approach ◽  
White Institutions ◽  
Resource Needs ◽  
South African Universities ◽  
Black Institutions ◽  
Historically White Institutions

A recent review of South African universities concluded that higher education institutions have “in place considerable facilities and a substantial capacity to respond to the reshaping of post-apartheid education. However, in general the historically white institutions (and a number of black institutions) have little moral and political legitimacy. In contrast, the majority of black institutions (and a few white institutions) have little or no academic credibility. Overall, the ‘system’ is seen as one that perpetuates inequality, is hugely wasteful and is not serving the human resource needs of the country. These problems have led to numerous demands for reforms in order to redress inequalities, and to ensure greater relevance, accountability and democracy.”

The Ambit of Ethics in the South African Academic Institutions

2021 ◽  
pp. 24-58
Author(s):  
Xolani Mathews Shange
Keyword(s):  
South African ◽  
Higher Learning ◽  
Historically White ◽  
Freedom Of Association ◽  
Black African ◽  
Institutions Of Higher Learning ◽  
Postgraduate Studies ◽  
Higher Institutions ◽  
African Intellectuals ◽  
Ethical Clearance

The chapter examines possible use of instruments and processes such as ethical clearance in the institutions of higher learning as subtle means of perpetuating inequality and racial prejudice towards the indigenous people of South Africa who had recently emerged from the scourge of apartheid with a hope of democracy ultimately providing not only freedom of association and speech, but also intellectual freedom. Freedom to produce African-based knowledge by Black African intellectuals pursuing their postgraduate studies and academics whose careers are at formative stages. However, their vision of becoming producers of African Indigenous knowledge is thwarted by subtle and invisible activities that are aimed at perpetuate coloniality in the higher institutions of learning. Sadly, ethical clearance process has possibly been utilized to derail research outputs that some of the old guard from historically white universities are uncomfortable to witness, thus continuing to maintain the colonial status quo.

Implicit Language Attitudes Toward Historically White Accents in the South African Context

2017 ◽  
Vol 37 (2) ◽  
pp. 238-248 ◽  
Author(s):  
Pedro Álvarez-Mosquera ◽  
Alejandro Marín-Gutiérrez
Keyword(s):  
South African ◽  
Implicit Association Test ◽  
Language Attitudes ◽  
English Speakers ◽  
Implicit Association ◽  
Historically White ◽  
Negative Attitudes ◽  
Main Effect ◽  
African Context ◽  
Accented English

This study explores the use of Implicit Association Test as an effective research tool to investigate language attitudes in South Africa. We aim to show how Standard South African English and Afrikaans-accented English are cognitively managed by young L1 South African indigenous language speakers. Results corroborate (a) participants’ statistically significant negative attitudes toward Afrikaans-accented English speakers, (b) the indexical nature of accents in triggering language attitudes, and (c) a main effect of modality when processing visual versus audio inputs.

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