Epistemic justice in the transformation of digital education in South African higher education: Addressing inequities in an evolving landscape

• In Event: Approaches to enhancing remote education, teacher satisfaction and digital transformations in education

Proposal

The paper is founded upon the argument that higher education institutions in South Africa and globally have experienced rapid transformation as a result of digital education. This transformation has been particularly accelerated by global events such as the COVID-19 pandemic. The post Covid-19 pandemic experiences within universities across the world and in South Africa in particular has sparked critical discussions among university stakeholders particularly regarding its implications on equity and epistemic justice within the teaching and learning environments. The paper thus raises pertinent insights on the epistemic disruptions associated with reconstituting educational pedagogies. These discussions reveal how the transition to digital platforms significantly impacts access, engagement, and the overall quality of educational experiences for diverse populations. Digital education holds the potential to democratize learning while also ensuring that ethics and accountability mechanisms are embraced by all stakeholders within the university. However, as argued by Neuberger, Bartsch, Fröhlich, Hanitzsch, Reinemann and Schindler, (2023) persistent disparities in technology access, digital literacy, and socio-economic circumstances amid imbalances in user skills exacerbate existing inequalities. The main question being pursued is, ‘how has epistemic justice influenced the transformation of digital education and with what effects on inequalities? Subsequently, to pursue the aforementioned question and issues, the paper drew from mixed methods where a combination of qualitative in-depth interviews and quantitative approach involving questionnaires were sued. As highlighted in Elhami and Khoshnevisan (2022), who have emphasised the importance of in-depth interviews in any research, the paper uses empirical evidence that took the form of in-depth interviews targeting five deputy vice chancellors, five deans, five support staff, and five heads of divisions across five selected institutions to understand their perceptions on digital education. A total of 20 participants formed part of this study’s sample. The participants were selected through a combination of purposive and snowball sampling. Data analysis involved a thematic focus in which data was cleaned followed by development of relevant themes and categories.
The paper’s arguments are built around the theory of academic capitalism as reflected in the ideas of the theoretical framework in this study draws from the work of Jessop (2018) and Sundell (2022). In digital terms this theory is used together with the associated concept of a panopticon. As highlighted by Seyama, (2022), within digital transformational settings, it represents a situation in which academics are placed under constant surveillance by powerful and privileged university bureaucracies. Importantly such bureaucracies are themselves driven by the markets, use subtle technologies and disciplining mechanisms that compel academics to pursue agendas centred on the accumulation of both material capital (money) and symbolic capital (status and reputation). Importantly, the paper raises arguments related to Seyama (2022), who argued that the Covid-19 managerial practices have meant that academics are pushed “to become responsible for the increasingly capitalist-like accumulation strategies of universities”, embedded in neo-liberal discourses and embodying the logics and values of these. As the findings of the paper further suggest, this creates what Neuberger et al (2023) some epistemic crisis.
The findings of the paper further underscored how digital tools are reshaping learning environments with transformative changes being advocated for in relation to implications, especially through the idea of epistemic justice. Findings also show that, even with digital tools, systemic barriers remain. These barriers include unreliable internet access, poor technological infrastructure, and inadequate digital literacy training. As a result, marginalized populations particularly from historically disadvantaged universities within universities continue to face exclusion compared to their counterparts from historically advantaged institutions. This leads to poorer educational outcomes and general epistemic crisis as digital education frameworks tend to often favor dominant narratives. This can exclude the voices of underrepresented groups. As a result, there is an epistemic injustice, which means that certain perspectives and knowledge systems are marginalized. This exclusion limits the educational experience for marginalized students. It also affects the broader educational community by restricting its engagement with diverse knowledge systems.
The paper also highlights that in a globalized society, it is essential to incorporate a variety of perspectives to foster holistic educational development. When we ignore these voices, we miss out on valuable insights that can enrich the learning process for everyone. A more inclusive approach would benefit not just marginalized students but also create a more comprehensive educational landscape. To address these pressing inequities, we propose several actionable recommendations. Educators and policymakers should work together. First, there is need for universities to initiate targeted access initiatives. This will help bridge the digital divide. Universities should also focus on students in underserved communities. Second, there should be provision for comprehensive professional development for educators and the training should emphasize inclusive teaching strategies. Cultural competence is also key. It should also include diverse epistemologies. Third, there should be engagement with local communities and amplify marginalized voices. There is also need for collaboration in developing curricula. We should make sure that the curricula reflect a broader spectrum of knowledge.

Finally, there is need for universities to re-evaluate traditional assessment methods and ensure they are inclusive. Assessments should reflect diverse learning pathways. These steps will help create an equitable digital education landscape. Together, we can make a difference. Ultimately, this exploration underscores the paramount importance of committing to epistemic justice in the evolving digital education landscape; by prioritizing equity and valuing diverse epistemologies, educational institutions can effectively tackle the complex challenges posed by digital transformation, ensuring all students have the opportunity to thrive in an increasingly digital world while advocating for systemic changes that affirm every student's rights and potentials, thereby contributing positively to the ongoing dialogue on educational equity and fostering a truly inclusive movement within the digital revolution in education.

Keywords: Digital education, epistemic justice, equity, inclusive teaching strategies, rapid transformation

Authors

• Otilia Chiramba, University of Johannesburg

• Shireen Motala, University of Johanne