'Like Strangers in a New World … ' Interrogating Issues of Access, Belonging and Participation of Foreign Students in Private Higher Education in South Africa

Autor/in	Naidoo, David
Titel	'Like Strangers in a New World … ' Interrogating Issues of Access, Belonging and Participation of Foreign Students in Private Higher Education in South Africa
Quelle	In: International Journal of Inclusive Education, 22 (2018) 6, S.622-637 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1391339
Schlagwörter	Foreign Countries; Foreign Students; Private Colleges; Access to Education; Student Participation; Inclusion; Power Structure; Social Capital; Social Mobility; Qualitative Research; College Students; Student Adjustment; Interviews; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Ausland; Privathochschule; Education; Access; Bildung; Zugang; Bildungszugang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Inklusion; Sozialkapital; Soziale Mobilität; Qualitative Forschung; Collegestudent; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Interviewing; Interviewtechnik
Abstract	Following the birth of South Africa's democracy there has been an increasing number of foreign students entering the country. In the main, students from a very unstable African continent see South African tertiary institutions as a beacon of hope in achieving academic capital. Due to their monetary value, foreign students are welcomed into educational institutions, creating the perception that foreigners are academically and socially included. However, spatial access is not necessarily synonymous with inclusion. This article captures the experiences of inclusion, exclusion and marginalisation of a cohort of African international students at a private higher education institution in Johannesburg, South Africa. The study argues that the nature of educational inclusion is more multi-faceted than bi-directional with issues of power, overtly or subtly affecting student experience. Students' constructs of inclusion extend beyond formal acceptance and presence in lecture venues, to experiences of marginalisation, exclusion and alienation by both staff and peers. These experiences reinforce the students' vulnerability in terms of academic success as well as social acceptance. Management teams at educational institutions have the responsibility to provide adequate support to foreign students who view themselves as 'strangers in a new world … ' (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01