In whose interest is ‘training the dog’? Black academics’ reflection on academic development for ‘access and success’ in a historically white university in South Africa

Dina Zoe Belluigi; Gladman Thondhlana

doi:10.1007/978-3-030-65668-3_20

In whose interest is ‘training the dog’? Black academics’ reflection on academic development for ‘access and success’ in a historically white university in South Africa

Dina Zoe Belluigi^*, Gladman Thondhlana

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Abstract

Situated against an historical narrative of academic development in South Africa, this chapter revisits the intractable politics of access to higher education. The critical reflections of Black academics who endured ‘inclusion’ to an historically White institution in the immediate post-apartheid period reveal fraught negotiations and resistances to transitions of authority. As critical stakeholders of transformation in that country, their perspectives about the different approaches to access offer insights into how discourses of equity, inclusion, diversity and decolonisation operated within a problematic hidden curriculum of academic ‘success’.

Original language	English
Title of host publication	Doing equity and diversity for success in higher education: redressing structural inequalities in the academy
Editors	Dave S. P. Thomas, Jason Arday
Publisher	Springer
Chapter	21
Pages	265-275
Number of pages	10
ISBN (Electronic)	9783030656683
ISBN (Print)	9783030656676
DOIs	https://doi.org/10.1007/978-3-030-65668-3_20
Publication status	Published - 20 Jun 2021

Publication series

Name	Palgrave Studies in Race, Inequality and Social Justice in Education
ISSN (Print)	2524-633X
ISSN (Electronic)	2524-6348

Keywords

higher education
racism
anti-racism
equality
diversity
South Africa

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-3-030-65668-3_20Licence: Unspecified

1 Chapter (peer-reviewed)
1 Article

Transformation or ‘training the dog’? Approaches to access within an historically white university in South Africa
Belluigi, D. Z. & Thondhlana, G., 26 Apr 2023, To be a minority teacher in a foreign culture: an international perspective. Gutman, M., Jayusi , W., Beck , M. & Bekerman , Z. (eds.). Springer, p. 471-487
Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Open Access
File
27 Downloads (Pure)
“Your skin has to be elastic”: The politics of belonging as a selected black academic at a ‘transforming’ South African university
Belluigi, D. Z. & Thondhlana, G., 01 Jul 2022, In: International Journal of Qualitative Studies in Education. 35, 2, p. 141-162 23 p.
Research output: Contribution to journal › Article › peer-review

Open Access
File
8 Citations (Scopus)

208 Downloads (Pure)

Cite this

Belluigi, D. Z., & Thondhlana, G. (2021). In whose interest is ‘training the dog’? Black academics’ reflection on academic development for ‘access and success’ in a historically white university in South Africa. In D. S. P. Thomas, & J. Arday (Eds.), Doing equity and diversity for success in higher education: redressing structural inequalities in the academy (pp. 265-275). ( Palgrave Studies in Race, Inequality and Social Justice in Education ). Springer. https://doi.org/10.1007/978-3-030-65668-3_20

Belluigi, Dina Zoe ; Thondhlana, Gladman. / In whose interest is ‘training the dog’? Black academics’ reflection on academic development for ‘access and success’ in a historically white university in South Africa. Doing equity and diversity for success in higher education: redressing structural inequalities in the academy. editor / Dave S. P. Thomas ; Jason Arday. Springer, 2021. pp. 265-275 ( Palgrave Studies in Race, Inequality and Social Justice in Education ).

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Belluigi, DZ & Thondhlana, G 2021, In whose interest is ‘training the dog’? Black academics’ reflection on academic development for ‘access and success’ in a historically white university in South Africa. in DSP Thomas & J Arday (eds), Doing equity and diversity for success in higher education: redressing structural inequalities in the academy. Palgrave Studies in Race, Inequality and Social Justice in Education , Springer, pp. 265-275. https://doi.org/10.1007/978-3-030-65668-3_20

In whose interest is ‘training the dog’? Black academics’ reflection on academic development for ‘access and success’ in a historically white university in South Africa. / Belluigi, Dina Zoe; Thondhlana, Gladman.
Doing equity and diversity for success in higher education: redressing structural inequalities in the academy. ed. / Dave S. P. Thomas; Jason Arday. Springer, 2021. p. 265-275 ( Palgrave Studies in Race, Inequality and Social Justice in Education ).

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

TY - CHAP

T1 - In whose interest is ‘training the dog’? Black academics’ reflection on academic development for ‘access and success’ in a historically white university in South Africa

AU - Belluigi, Dina Zoe

AU - Thondhlana, Gladman

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Y1 - 2021/6/20

N2 - Situated against an historical narrative of academic development in South Africa, this chapter revisits the intractable politics of access to higher education. The critical reflections of Black academics who endured ‘inclusion’ to an historically White institution in the immediate post-apartheid period reveal fraught negotiations and resistances to transitions of authority. As critical stakeholders of transformation in that country, their perspectives about the different approaches to access offer insights into how discourses of equity, inclusion, diversity and decolonisation operated within a problematic hidden curriculum of academic ‘success’.

AB - Situated against an historical narrative of academic development in South Africa, this chapter revisits the intractable politics of access to higher education. The critical reflections of Black academics who endured ‘inclusion’ to an historically White institution in the immediate post-apartheid period reveal fraught negotiations and resistances to transitions of authority. As critical stakeholders of transformation in that country, their perspectives about the different approaches to access offer insights into how discourses of equity, inclusion, diversity and decolonisation operated within a problematic hidden curriculum of academic ‘success’.

KW - higher education

KW - racism

KW - anti-racism

KW - equality

KW - diversity

KW - South Africa

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DO - 10.1007/978-3-030-65668-3_20

M3 - Chapter (peer-reviewed)

SN - 9783030656676

T3 - Palgrave Studies in Race, Inequality and Social Justice in Education

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Belluigi DZ, Thondhlana G. In whose interest is ‘training the dog’? Black academics’ reflection on academic development for ‘access and success’ in a historically white university in South Africa. In Thomas DSP, Arday J, editors, Doing equity and diversity for success in higher education: redressing structural inequalities in the academy. Springer. 2021. p. 265-275. ( Palgrave Studies in Race, Inequality and Social Justice in Education ). Epub 2021 Jun 18. doi: 10.1007/978-3-030-65668-3_20

In whose interest is ‘training the dog’? Black academics’ reflection on academic development for ‘access and success’ in a historically white university in South Africa

Abstract

Publication series

Keywords

UN SDGs

Access to Document

Fingerprint

Research output

Transformation or ‘training the dog’? Approaches to access within an historically white university in South Africa

“Your skin has to be elastic”: The politics of belonging as a selected black academic at a ‘transforming’ South African university

Cite this