Oliver holds a BSc Sociology Honours degree from the University of Zimbabwe and an MSc in Development Studies from the Women’s University in Africa (Harare). Oliver has a research working background where he worked with disadvantaged groups in various developmental projects, including an Adolescents' Sexual Reproductive Health Project under the University of Zimbabwe in collaboration with the University College of London. His research interests include human development and social justice.

Abstract

Title: Youth voices on experiences of (dis)advantage: a case study at a South African university

The democratic South African government implemented policies that were aimed to increase access of historically disadvantaged groups into higher education. This was in an attempt to reduce inequalities and redress the social injustices created by the apartheid system. Though policies and studies use the concept ‘disadvantage’ in addressing inequalities in higher education, there is little attempt to defining the concept using the peoples’ perceptions, which are crucial in addressing specific needs of the affected populations. It is against this background that my study focuses on understanding (dis)advantage from students at a South African university. Drawing from the principles of the capability approach by Amartya Sen and Martha Nussbaum, the study argues that (dis)advantage can be better understood in terms of students’ capabilities, functionings, and agency. The absence or presence of a wide capability set together with agency to exercise functionings will lead to (dis)advantage, and in turn results in social (in)justices. The study uses a case study approach and qualitative methodology to gather data from 20 honours students from four university departments, as well as five key informants from the university staff and student representative council. This study encourages an ongoing conversation in promoting social justice through equal access, participation, and achievements of students in higher education institutions in the country. Using the capability approach, previous studies have delved into student transition (Wilson-Strydom 2012; 2015) and pedagogy and institutional arrangements (Calitz 2016). My study’s original contribution is defining (dis)advantage through interrogating students’ perceptions and experiences using the capability approach in South African universities. This is through the development of the ‘capability inspired dimensions of (dis)advantages for university students’ from diverse student voices.