Overview

Higher education is often a path towards opportunity and social mobility, yet systemic inequalities shape access, value, and success within these institutions. Structural barriers rooted in race, class, gender, ability, and other intersecting identities persist in admissions processes, curriculum design, faculty representation, and resource allocation. Addressing these inequities requires a transformative commitment to social justice that reimagines the purpose and practices of higher education. By dismantling exclusionary systems and creating inclusive, equitable environments, colleges and universities can encourage societal change, empower historically marginalized communities, and advance a more just and equitable future. Breaking Structural Inequality and Enhancing Social Justice in Higher Education explores how innovative higher education organizations may advance social justice through inclusive practices. It examines the moral and social responsibility of higher education to address structural inequalities by implementing practical strategies that support historically marginalized groups, empowering them to participate in society. This book covers topics such as gender and diversity, higher education, and professional development, and is a useful resource for educators, sociologists, policymakers, academicians, researchers, and scientists.

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Dr Moyagabo Kate Malahlela holds a Doctoral degree (PhD) in Inclusive Education with the University of SOuth Africa. She worked as a Lecturer at the University of Limpopo from February 2015 to May 2017 in the Faculty of Education, School of Educational Studies. She has been employed by the University of South Africa (Unisa) since June 2017. She works as a Senior Lecturer in the Unisa Department of Inclusive Education under the College of Education (CEDU). Dr Malahlela is currently also participating in various professional organizations such as the Education Association of South Africa (EASA), the South African Education Research Association (SAERA), and the International Society for the Study of Behavioral Development (ISSBD). She is involved in various committees in the Department of Inclusive Education, such as the Higher Degrees Committee, Academic Integrity, and Teaching and Learning Committee. Her research interests are promoting democracy, human rights, responsible citizenship, open and distance e-learning, and the inclusion of learners with specific learning disabilities. Marubini Christinah Sadiki is a Senior lecture in the department of inclusive education University of South Africa. She completed a PhD in Disability Studies in 2015 from the University of Venda. She has published several peer reviewed articles and book chapters mostly on parenting a child with disability and inclusive education. Dr Sadiki is a passionate advocate and prominent disability human rights activist, her interdisciplinary areas focused on the complex lived experiences include parenting a child with disability, persons with disabilities, inclusive education, disability policy and legislation in areas of human rights and theories of social justice. Dr Sadiki writes on different topics which focus is promotion of democracy and human rights of parents of children with disability and persons with disabilities. She aims to improve the quality of life and level of community integration for the realization of the rights of persons with disabilities. She is engaged in various collaborative disability research forums and networks at both African and international levels disabilities

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