There are more people [in my rural community] who are thinking of going to higher education, because of what they see possible. People have definitely changed their view on the education and what they can achieve through it.
The SARiHE program has helped me in so many ways that I can see as a better student now. My public speaking confidence has improved, my doubt has decreased and I am more courageous now. I have gained some knowledge of how to do research and how to deal with people better.
My university life has changed for the better as I am more now more confident and open to new ideas and ways of life than I was before. I no longer feel like a village boy in the big city.
When people ask what the SARiHE project is about, I tell them to think of it as a very informative session with a psychologist that knows and feels everything you are about. I tell them that it is where you get to learn more of life by acknowledging the differences the similarities of people whilst being proud of who you are and where you are from. I always say to them that they should start participating in research groups on campus and when they ask me, I’m always like SARiHE is a good starting point to embrace who you are whilst learning research basics.
Although I am studying a civil engineering I have considered not being an engineer for at least two years after graduation and help the local school learners with career information whilst helping them with school, just to give back and help where I can because helping others is the biggest achievement any living soul could do.
I have received research skills that I will forever be grateful for from SARiHE. I have learned to collect relevant data and ways of finding it through various methods like by using the internet and asking people questions. I have learned to record data by the various mediums one can use like photography, video and sound recordings. I received IT skills in mostly how devices work to capture information. I learned how to use online apps, peer reviewing aps, sound recording devices, video editing and camera operations.
The most impact was at my house, where they [were] pleased by the way I have turned out to be as a man after I started showing them my captured research data before I left for the city. They [were] proud that I was now seeing the need to help out in the community even more and they were happy that I was doing something other than worry about the situation back home.
There are more people [in my rural community] who are thinking of going to higher education, because of what they see possible. People have definitely changed their view on the education and what they can achieve through it. Someone asked me why a village boy would try to do engineering whereas there is almost nothing happening related to engineering in the village and I told them that because of the possibility of making a village turn into a town and laying the foundation for others to turn it into a city, from that day the person said he regards me as their big brother and they too will study something related to engineering hoping they are the ones who will turn my town into our city.
Rocky Ramaube (co-researcher, University of Johannesburg)Co-researcher’s experience of participating in SARiHE
Decoloniality and rural students’ transitions to and trajectories through higher education in South Africa: overview and panel discussion: A unique opportunity to hear from both South African and UK colleagues together. Monday 10 December 2018, 5.15 PM – 6.15 PM Room
Rural students’ transitions to and trajectories through higher education in South Africa: geographies, knowledges and intercultural relationships Symposium Chair: Sue Timmis, University of Bristol, UK Discussant: Ann-Marie Bathmaker, University of Birmingham, UK This symposium presents 4 papers from the ESRC/NRF/Newton funded
HECU Conference 2018 ‘They put her in foundation because she’s from a rural background.’ Rural students’ positionings, identities and agency in three South African universities. Authors: Dr Sue Timmis (University of Bristol, UK), Professor Emmanuel Mgqwashu (Rhodes University, South Africa), Dr Lisa Lucas (University of
For 5 days in August from the 10th to the 14th of August 2018, I attended a data analysis meeting for SARiHE project. The meeting was held at the University of Johannesburg in South Africa. It was designed to be a collaborative
On 1 July, Sheila, Lisa, Sue and Karen participated in the Race for Life in Bristol in memory of Brenda. This annual event is a fundraiser for Cancer Research UK and we were able to raise more than £600 (ZAR
It is with great sadness that we announce the passing of our dear colleague Brenda Leibowitz, who died unexpectedly on 26 April 2018. Brenda was the beating heart of the SARiHE project and her contribution to this research had been
In 2016, when we were writing the proposal that became SARiHE, the movements #FeesMustFall and #RhodesMustFall were making the headlines worldwide. Students were clamouring for significant changes in South African universities, including decolonisation of curricula that, in their opinion, were
Rural Students’ Transitions To and Through Higher Education in South Africa Tuesday 30 January 2018, 3.00 PM – 5.30 PM Room 4.10, School of Education, 35 Berkeley Square, Clifton, Bristol, UK BS8 1JA Speakers: Sue Timmis, Sheila Trahar, Lisa Lucas and Karen Desborough, University
Being part of the SARiHE project team has been an exciting, eye-opening, humbling and challenging experience. The excitement has been on hearing the conversations of the students about their rural-urban trajectories in higher education institutions. As indicated by almost all
Visit the new Publications section of our website to read the first in our series of Working Papers. Rurality and Education is a non-exhaustive survey of research on rurality. It covers key themes in order to arrive at working assumptions for
Lisa’s Visit to the University of Johannesburg and the Upcoming ECER Conference in Copenhagen from 21st – 25th August In May 2017 after a visit to the universities of Rhodes and Fort Hare, I completed my journey around the three
Rhodes University and the University of Fort Hare, May 2017 Data collection on the SARiHE project is well underway and on our trip to South Africa so far we have been able to visit both Rhodes University and the University
Find out about the latest news from the SARiHE project in our first newsletter.
In February, Karen, Sue and Sheila met with a team of graphic designers at the University of Johannesburg to brief them on the design of the SARiHE project logo. Ilhaam Khan, Chérie van der Westhuizen and Vaishalikumari Lad were all recent graduates of
By 4 May at the University of Johannesburg we had made our initial selection of participating students. We selected 23 students mainly from the faculties of education, engineering and science. We had two face-to-face sessions and provided each participating student
As an important first phase of the research, the SARiHE project is currently undertaking a review of existing published data and literature on key ideas, concepts and theories. By summarising and synthesizing previous scholarship, we will be able to provide a
Where you come from defines your life chances and opportunities. This is true because being rural and coming from a rural area influences how one experiences life in general and higher education in particular. Rurality can be defined using different
The February meeting in Johannesburg brought much of the SARiHE team together for the first time and one of the moments of excitement was as colleagues from Rhodes and Fort Hare arrived in the evening, from circuitous trips, and we