From its inception to date, the HEHD research team handling the ESRC and DfID funded Miratho Project has disseminated the research outputs in various forms ranging from research briefs, academic publications, presentations and most recently an open webinar to engage the general public with the research findings and recommendations that arise from them. 
This page lists the publications.


Melanie Walker, Monica McLean, Mikateko Mathebula and Patience Mukwambo (2021) Low-Income Students, Human Development and  Higher Education in South Africa:  Opportunities, obstacles and outcomes.  Stellenbosch: African Minds



Walker, M., (2018). Dimensions of the public good in South African higher education. Higher Education, 76 (3), pp. 555-569

Walker M, Mathebula M. (2019). Low-income rural youth migrating to urban universities in South Africa: opportunities and inequalities. Compare: A Journal of Comparative and International Education,

Walker M, (2019). Defending the Need for a Foundational Epistemic Capability in Education. Journal of Human Development and Capabilities,

Walker M, (2019). The well-being of South African university students from low-income households.. Oxford Development Studies, n/a (n/a), pp. 1-14

Mathebula M, (2019). Recognising poor black youth from rural communities as epistemic contributors. . Critical Studies in Teaching and Learning, 7 (1), pp. 1-22,,

Walker M, (2019). Why epistemic justice matters in and for Education. Asia-Pacific Education Review, 20 (2), pp. 161-170

Walker M, Martinez Vargas C. (2020). Epistemic Governance and the Colonial Epistemic Structure: Towards Epistemic Humility and Transformed South-North Relations. Critical Studies in Education, n/a (n/a), pp. 1-17


Merridy Wilson-Strydom, Melanie Walker. (2017). Human Development as an Expansive Perspective on Socially Just Pedagogies and Quality . In Melanie Walker, Merridy Wilson-Strydom (Ed.), Socially Just Pedagogies, Capabilities and Quality in Higher Education. (pp. 223-242). London and New York: Palgrave

Melanie Walker, Merridy Wilson-Strydom. (2017). Thinking About University Context and Socially Just Pedagogies. In Melanie Walker, Merridy Wilson-Strydom (Ed.), Socially Just Pedagogies, Capabilities and Quality in Higher Education. (pp. 3-19). New York and London: Palgrave


Melanie Walker, (2017). Framing Pedagogic Justice. Socially Just Pedagogies, Capabilities and Quality in Higher Education. (pp. 23-44). New York and London: Palgrave


McLean, M., (2018). How higher education research using the capability approach illuminates possibilities for the transformation of individuals and society in South Africa. In Ashwin, P., Case, J. (Ed.), Higher Education Pathways South African Undergraduate Education and the Public Good. (pp. 112-124). Somerset West: African Minds


Walker, M., (2018). A multi-dimensional approach to access. In Ashwin, P., Case, J. (Ed.), Pathways to the Public Good: Access, Experiences and Outcomes of South African Undergraduate Education. Stellenbosch: African Minds. (pp. 81-94). Somerset West: African Minds

Walker, M., Mathebula, M.. (2020). A participatory photovoice project: Towards Capability Expansion of ‘Invisible’ Students in South Africa. In Walker M., Boni A. (Ed.), Walker, M. and Boni, A. (eds). 2020. Participatory research, capabilities and epistemic justice. A transformative agenda for higher education. (Houndmills, Palgrave). (pp. 189-214). Switzerland: Palgrave Macmillan

Walker Melanie, Boni Alejandra, (2020). Participatory Research, Capabilities and Epistemic Justice: A Transformative Agenda for Higher Education. (1st ed. 2020). Switzerland: Springer Nature Switzerland AG