Abstract:
South Africa underwent political reform in 1994 from an apartheid government
to a democratic state. Former white universities, known for their high
standards and academic excellence, experienced an influx of black students
who previously were excluded from these institutions. This article reports on a
study which investigated the extent of learning barriers that previously
disadvantaged black students at a renowned higher education institution
experience, and endeavours to determine the learning support they need in
order to succeed academically. A qualitative approach was followed and data
were gathered by means of focus group interviews and participants' photo
portfolios. The data were interpreted with reference to recent perceptions on
adult learning, particularly in the African context. Implications for higher
education in general are indicated.
