ABSTRACT
This chapter addresses the problem of how to promote marginalized-group inclusivity by borrowing from theories of academic professional identity formation and inclusivity, to analyze accounts of lived experiences of Black women academics from marginalized groups in one South African university in the Eastern Cape. It focuses on seeking ways of describing and categorizing marginalized-group inclusivity for purposes of addressing its ramifications. The chapter describes the two main facets of the proposed inclusive framework, namely: a developmental-oriented approach that draws from transformative learning; Critical Race Theory dimensions that foster inclusivity. Marginalized-group inclusivity seems to be a relatively new concept in the South African higher education transformation agenda. An inclusive framework which combines a developmental forward-leaning approach, with a delineation of existing structural impediments, could provide a mechanism for improving inclusivity in academic transformational activities. The core elements of transformational learning theory include personal experiences, critical reflection, dialogue, holistic orientation, context and authentic relationships.
