Focuses on research conducted into the experiences of rural students in South Africa; foregrounding decolonial perspectives on their negotiation of the transition and access to higher education - a significantly under researched field Complex issues of international collaborative research are foregrounded and reflected upon critically, highlighting the potential for re-colonisation when research is funded by the Global North. This will make it useful for students and researchers studying this area. Particularly those in education, international development and social justice. Is methodologically innovative - the use of participatory research with students as co-researchers and co-researchers documenting their own learning experiences and transitions to university using a variety of media and made digital documentaries

This unique and timely book focuses on research conducted into the experiences of students from rural backgrounds in South Africa: foregrounding decolonial perspectives on their negotiation of access and transitions to higher education.

This book highlights not only the challenges of coming from a rural background against the historical backdrop of apartheid and ongoing colonialism, but also shows the immense assets that students from rural areas bring into higher education. Through detailed narratives created by student co-researchers, the book charts early experiences in rural communities, negotiations of transitions to university and, in many cases, to urban life and students’ subsequent journeys through higher education spaces and curricula.

The book will be of significant interest and value to those engaged in rurality research across diverse settings, those interested in the South African higher education context and higher education more widely. Its innovative, participatory methodology will be invaluable to researchers seeking to conduct collaborative research that draws on decolonising approaches.

Table of Contents

1. The Historical Context of Higher Education in South Africa 2. Coloniality, Decoloniality, Epistemicide and Curricular Justice 3. Transitioning into and through Higher Education in South Africa: Contexts and Concepts 4. Towards a Participatory and Decolonising Methodology 5. Negotiations of Transitions to University: Figured Worlds and Identity Transformations 6. Cultural Values and Practices: From Rural Communities to Higher Education 7. Place, Funds of Knowledge and Investment in Language 8. Experiencing Higher Education Learning, Teaching and Curricula 9. The Dimensions and Complexities of Ruralities 10. International Collaborations: Opportunities and Tensions 11. ‘Sankofa’: Looking back, moving forward