DATA ANALYSIS
The study conducted qualitative research to explore economic inequality in South African higher education and the legacy of apartheid. The participant, Xilaveko Election Hlungwani, an active member of the EFF, provided insights into the challenges faced by students in universities and the role of social movements in addressing economic disparities. The interviews with Xilaveko shed light on the impact of apartheid on access to education and the ongoing economic gaps within higher education institutions.
From a functionalist perspective, Xilaveko may argue that income inequalities in higher education are a result of differences in effort and aptitude among individuals. He may suggest that individuals from higher socioeconomic backgrounds have worked harder or are more capable, leading to their success in accessing educational opportunities. However, Xilaveko may counter this viewpoint by highlighting structural factors such as discrimination and past policies that have perpetuated economic inequality, especially for marginalized groups.
Taking a conflict perspective, Xilaveko may emphasize power differentials and institutionalized inequalities as the root causes of economic disparities in higher education. He may argue that individuals from privileged backgrounds have advantages in the university admissions process due to access to resources and opportunities. Xilaveko may also point out how the ruling class benefits from and maintains the status quo through economic disparities. However, he may advocate for policies and programs that address these disparities and provide equal opportunities for all individuals, regardless of socioeconomic status.
Furthermore, Xilaveko's involvement in a social movement to address economic disparities and the legacy of apartheid in higher education highlights the importance of initiatives such as mentorship programs, affirmative action policies, scholarships for underprivileged students, and inclusive curricula. By recognizing the historical impact of apartheid and working towards a more just and inclusive society, Xilaveko aims to challenge oppressive structures and promote a more equitable higher education system in South Africa.
In conclusion, the data analysis from the interviews with Xilaveko provides valuable insights into the complexities of economic inequality in South African higher education and the ongoing legacy of apartheid. By applying sociological theories such as functionalism and conflict theory, Xilaveko offers perspectives on the root causes of economic disparities and potential solutions to address these issues. His involvement in a social movement underscores the critical role of advocacy and activism in promoting social justice and equality within higher education institutions.
with in-text references write a data analysis for this research article. INTRODUCTION
Due to the legacy of apartheid, South Africa has a long history of economic inequality. From 1948 to 1994, South Africa was home to the apartheid regime, which institutionalized racial segregation and inequality. Africans who were not white, especially those who were black, experienced systemic marginalization and disadvantage in terms of work, education, and resource access throughout the apartheid era. Even among South Africa's colleges, the unequal distribution of chances and income that followed apartheid had a lasting effect on the country's society. at order to advance social justice and equality, it is imperative to address the economic gaps that still exist at South African colleges as a direct effect of apartheid. In order to build a more equal and inclusive educational system that serves all students, regardless of their socioeconomic background, these inequities must be addressed. The historical background of apartheid in South Africa and its effects on economic inequality in higher education will be covered in this article. The present status of financial inequality in South African higher education, encompassing opportunities, finance, and resource availability.
HISTORICAL BACKGROUND
Since apartheid ended in the early 1990s, there has been a push in South Africa to address economic gaps in higher education. Racial factors had a major role in determining access to higher education during the apartheid era, with white people having more access to educational possibilities than black people. Many black South Africans were either denied admission to institutions or encountered severe enrolment obstacles. Student activists and groups started pushing for increased access to education and the correction of economic gaps inside institutions in reaction to this systemic injustice. Affirmative action programs, which increased the participation of historically underrepresented groups, including black South Africans, in colleges with the goal of promoting diversity and equality, were one of the major efforts that came out of this movement. Although some people have opposed these measures, they have contributed to the development of a more equal and inclusive educational system. The worldwide context of social and economic inequality encompasses the campaign to redress economic imbalances in South African colleges. Concerning wealth disparity, structural discrimination, and access to education, many nations face comparable difficulties. In order to establish a more equitable and just society for all of its residents, South Africa is tackling these problems within the higher education industry.
METHODOLOGY DISCUSSION
A qualitative research approach was applied in the study of economic inequality in higher education and the legacy of apartheid. Interviewing Xilaveko, a participant in a social movement that aims to solve these concerns, was part of this. Open-ended inquiries and in-depth conversations were permitted during the semi-structured interviews. With the participants' permission, these conversations were captured on digital voice recorder.
In doing this research, ethical issues were crucial. Prior to the commencement of the interviews, Xilaveko provided his informed permission, guaranteeing that he was cognizant of the study's objectives and the manner in which the data would be utilized. Additionally, confidentiality was upheld during the whole study procedure, with participant identification being safeguarded. We set up a time that suitable for the both us which was Saturday at noon 14:00pm and we met at the library to do the interview.
One of the challenges that arose during the interview with Xilaveko was the delicate subject matter. It may be emotionally taxing to confront deeply rooted issues like economic inequality and the history of apartheid. In order to overcome this, Xilaveko was able to share his ideas and experiences in a secure atmosphere during the interviews because to the courteous and sympathetic approach that was used. In order to get an honest and insightful response from the participant, it was also essential to establish rapport and trust.
Critical theory and the study of social movements serve as the sociological foundation for this work. While social movement analysis sheds light on how organized action might correct systemic injustices, critical theory gives a framework for comprehending power relations and inequality in society. Xilaveko is a social movement member whose interview will be used in this study to investigate possible ways to address economic inequality and the legacy of apartheid in South African higher education. I asked Xilaveko 3 extra questions which are: . How do you see the role of the EFF in addressing economic inequality in South Africa?
What are some of the biggest challenges the students face in the University?
How do you respond to criticism that the EFF's tactics are too confrontational or divisive?
INSIGHTS ABOUT XILAVEKO ELECTION
Xilaveko Election Hlungwani, an active EFF member, was born in a rural Chavani area of Limpopo. He matriculated twenty-twenty at Mphaphuli Secondary School. began attending ufs (the south campus) in 2021. There, he won the election to serve as campus treasurer in 2022–2023 and went on to become the deputy president general of the ISRC. Due to his relocation to the Bloemfontein campus, he served as an SRC for two terms in the student affairs department, totalling one year and three months. Because he was assisting students, he truly enjoyed working in the student affairs department. The main goals of Xilaveko's social movement are to confront the economic disparities that persist in universities and to redress the legacy of apartheid.
SOCIOLOGY THEORIES APPLIED
According to a functionalist viewpoint, the participant would probably contend that variations in people's effort and aptitude account for income inequalities in higher education. They can think that people from higher socioeconomic origins are more capable or have worked harder than people from lower socioeconomic backgrounds. The participant may also contend that society benefits from the current economic gaps because they inspire people to put in more effort and succeed. The participant may refute this idea by pointing out structural elements that have produced and sustained economic inequality, such as discrimination and past policies.
The participant would probably contend, from a conflict viewpoint, that power differentials and institutionalized inequalities are the cause of economic inequities at colleges. People from higher socioeconomic backgrounds can think they have an edge in the university admissions process since they have access to more resources and possibilities. The participant may also contend that the ruling class benefits from and the status quo is maintained by the current economic disparities. In opposition to this view, the participant can support laws and programs that deal with economic disparities and give everyone, regardless of socioeconomic status, equal access to opportunities.
The participant can make the case that addressing the ongoing economic inequality in higher education is crucial to healing the legacy of apartheid. They could suggest projects like mentorship programs to assist students from lower socioeconomic backgrounds, affirmative action policies, and scholarships for underprivileged students. Along with additional financing, the participant may support the adoption of inclusive curricula that represent the variety of South African society and historically underfunded colleges. In addition to advocating for laws that advance social justice and equality, the participant can try to refute current beliefs that support economic inequities in higher education. The participant may help demolish oppressive structures and create more egalitarian and inclusive higher education by recognizing the history of apartheid and working toward a society with greater justice.
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