Intersecting identities and barriers to knowledge: Exploring equity and access in South African Higher education
DOI:
https://doi.org/10.38140/ijer-2025.vol7.2.14Keywords:
Intersectionality, knowledge access, higher education, blended learning, educational barriers, UbuntuAbstract
This case study examined how intersecting identities create multiple barriers to knowledge access for final-year students at a South African higher education institution using a blended instructional approach. Grounded in intersectionality theory and Ubuntu philosophy, the study explored how race, gender, class, language, and other identity markers interact to shape students’ educational experiences and access to knowledge. Data were collected through semi-structured interviews and focus group discussions with twelve final-year students from three disciplines: Education, Business Studies, and Social Sciences. Thematic analysis revealed five major themes: compounding identity-based exclusions; navigating linguistic and cultural barriers through Ubuntu principles; economic constraints intersecting with social identities; digital exclusion in blended learning environments; and institutional responses to intersectional challenges. The findings demonstrate that students experience knowledge access barriers not as isolated challenges but as interconnected systems of disadvantage that require complex navigation strategies. The study contributes to understanding how intersectionality manifests in South African higher education contexts and highlights the need for institutional approaches that recognise and address the multifaceted nature of educational barriers.
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