Social Transformation in Eastern Cape Universities, South Africa: Myth or Reality?
Pelokazi Nqabeni 
, Vuyokazi Maqhubela & Elphinah Nomabandla Cishe
Issue: Vol.5 No.7 Issue Article 10 pp.1182-1194
DOI: https://doi.org/10.38159/ehass.20245710 | Published online 9th July, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This paper explored whether social transformation in two Eastern Cape Universities, South Africa is a myth or reality. The paper draws upon key insights from social transformation about democratic freedom, political, and cultural spheres of society. Taking social transformation in Higher Education institutions (HEIs) as a conceptual frame of reference, some issues affect the university’s ability to address their challenges in a transformative manner. The theory of transformation underpinned the paper, to understand that transformation is a method of change from one jurisdiction to the next which can be applied to either a person or a group and its services. The interpretivism paradigm was applied to comprehend what people mean when they act and engage with others, as well as the intentions behind their acts. A qualitative research methodology using a case study design was employed to gain information from various views from the purposely selected participants (academics, support staff, and students). Data was collected through focus group interviews and semi-structured interviews. In the data analysed similar categories and themes emerged. The findings of the study exposed a lack of social transformation practices and resistance to change in addressing the institutional processes and practices in a transformative manner. The researchers recommend that Higher Education Institutions ensure they are engaged in practising social transformation strategies to improve their approach to addressing their institutional needs. Based on the findings, a model is proposed as the new knowledge for the existing literature on the social transformation in the Eastern Cape Universities, South Africa whether it is a myth or reality.
Keywords: Teaching And Learning, Society, Pedagogy, Perceptions, Democratic Transformation
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Pelokazi Ntshanga-Nqabeni holds a Doctoral Degree in Life Skills Learning and Teaching Support Materials that mediate teaching and learning in Foundation Phase classrooms. She is a Senior Lecturer lecturing Life Skills Content and Method in the BEd Foundation Phase classrooms levels 2 to 4 as well as postgraduate students at the Walter Sisulu University, Mthatha, South Africa. She is a researcher, writer, and reviewer, presenting papers at international and national conferences. She is supervising Honours, Master’s and Doctoral degree students. She has organized the writing of book chapters is also participating in some committees, for example, Faculty Research Higher Degrees, SENATE, Faculty Board and Well-being. She is also involved in Community Engagement activities.
Vuyokazi Maqhubela holds a Doctor of Education. Her discipline is Policy, Management and Governance. She is a Lecturer in the Department of Educational Foundations, specialising in the Teacher profession, and life Orientation, Walter Sisulu University, Mthatha, South Africa. She has presented Manuscripts at International and National conferences and also supervised and co-supervised Honours and Masters respectively.
Prof. Elphinah Nomabandla Cishe is the Deputy Vice-Chancellor: Research and Internationalisation, at Walter Sisulu University, Mthatha, South Africa and a Nedbank Chair in Sustainable Rural Development. Prof Cishe’s research focuses on transformation in Higher education, educational management and policy. Prof Cishe has successfully and supervised masters and doctoral students in her areas of expertise and serves as an external examiner for some universities in South Africa. She has presented papers in national and international conferences and published articles in the Department of Higher Education and Training (DHET) accredited journals. Prof Cishe has served in academic and administrative senior portfolios in the university and has participated in national programme reviews and institutional audits. She also serves in a number of education professional associations and a President of the Southern African Society for Education (SASE).
Nqabeni, Pelokazi, Vuyokazi Maqhubela & Elphinah Nomabandla Cishe. “Social Transformation in Eastern Cape Universities, South Africa: Myth or Reality?,” E-Journal of Humanities, Arts and Social Sciences 5, no.7 (2024): 1182-1194. https://doi.org/10.38159/ehass.20245710
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
