ABSTRACT
Higher education in SouthAfrica is plagued by a range of inequalities as a result of the legacy of apartheid. In historically disadvantaged institutions (HDIs), inequalities may be reflected in residence conditions which are not conducive to student learning. HDI residences are often characterised by poor infrastructure, limited resources, insufficient technical learning support and ineffective service delivery, conditions which hamper student learning. Creating conducive conditions for progressing students’ academic projects is key to advancing student success. In this chapter, Nancy Fraser’s work on social justice, particularly the economic dimension, is used to explore how economic constraints, both institutional and personal, affect the achievement of participatory parity in respect of students’ learning at the University of the Western Cape, an HDI in SouthAfrica. Data is drawn from a 2018 doctoral study using a Participatory Action Research (PAR) design. This study set out to examine the experiences of residence students in particular but uncovered economic constraints which are applicable to students at UWC in general and these will be discussed in this chapter. Furthermore, Fraser’s affirmative and transformative strategies are advocated to help identify how such constraints affecting student learning in the economic dimension may be addressed.
