Graduate Citings: Ashley Macrander

Ashley Macrander


2016 PhD Graduate/Graduate Student Leadership Fellow
Education

Spatial (In)Justice: Mapping Post-apartheid South Africa Tertiary Education Access
Diversity and Excellence in Higher Education: Can the Challenges be Reconciled?

Part 2, Chapter 5, pp. 71-90
Date Published 2015

Utilizing Geographic Information Systems (GIS), this chapter explores how Edward Soja’s (2010) critical theory of spatial (in)justice can be used to examine higher education access discrepancies between Black African students and their White counterparts in post-apartheid South Africa. A geospatial analysis of the distribution of the Black African and White populations across South Africa indicated that apartheid, as the progenitor of legal racial stratification, fostered an environment in which Black Africans became socially and spatially isolated in the extreme. Consequently four major barriers to higher education (poverty, indigenous language use, inequity in primary and secondary school, and parental death) have become concentrated within Black African communities constraining postsecondary access. This chapter highlights the importance of continuing to develop our understanding of space as an essential tool needed to comprehend the sociological determinants of education as well as to enact processes which seek to remedy geographic inequality.

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