Writing centres and social justice in higher education: Students’ voices in a higher education institution in Johannesburg, South Africa

Abstract

Informed by a social justice lens, this study aimed at exploring students’ experiences of the Writing Centre (WC) at a higher education institution in Johannesburg, South Africa. The WC is a division of the Academic Development Centre (ADC) in this institution. Post-1994, access to higher education (HE) has been at the centre of building an inclusive society, with an aim of widening access for students from previously disadvantaged backgrounds. While physical access into HE has improved for these students, their dropout rate has remained relatively high. This study adopted a qualitative approach and an exploratory design. Using purposive sampling, the study selected 12 participants from the second-year social work class. Divided into two equal groups, the study conducted a focus group discussion with each group. Data was analysed using thematic content analysis leading to broad themes. Findings show that, while all the participants appreciated the usefulness of the WC, others shared experiences of being treated harshly by some staff at the centre while some were stigmatised by their peers for utilising the services. The authors recommend flexible consultation times and creating awareness about the centre and investing in building solidarity in wise support of the at-risk students.

Key Terms: social justice, higher education, throughput, student-dropout, South Africa