The need to increase the number of African students studying at tertiary level, particularly in science, technology and commerce, has led to the establishment of foundation programmes at many institutions. In spite of attempts to provide formal access in this way, the issue of what constitutes ‘epistemological’ access still remains under-researched in South Africa. This paper uses an ethnographic study of students in a first year class at a historically black South African university in order to engage with the issue of epistemological access to the university in general and, more particularly, with what constitutes access in terms of language development.
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|Document Title:||Epistemological access to the university: An alternative perspective|
|Document Type:||Journal Article (Peer Reviewed)|
|Subject Area:||Teaching and Learning|
|Keywords:||Access to Higher Education, Equity, Language Proficiency, Literacy, Academic Development, Bridging Programmes, South Africa|
|File Size:||76 KB|
|Date Added:||25 January 2007|