Xenophobia in Higher Education in South Africa

Xenophobia in Higher Education in South Africa

Tshimangadzo Selina Mudau, Fumane Portia Khanare
Copyright: © 2021 |Pages: 15
DOI: 10.4018/978-1-7998-7099-9.ch010
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Abstract

Naturally, universities are international institutions. In the event of reports of xenophobic attacks across the South African communities, the universities were not spared. Imperial study results have confirmed such tendencies globally with great concern especially its effects on safety, growth, and development of countries. The aim of the chapter is to explore and describe the extent of xenophobic attacks within the higher education institutions in South Africa. This is presented from an inside-out approach aligned with the bio-ecological systems theory of human development. The theory provided a lens to view the biological factors of development within the family, the outside environment such as the community, universities, and government as influences of continuation and the stopping of xenophobic attacks in the higher education. Continuous stakeholder awareness and education on the acceptance and integration of foreign students is recommended. Additionally, strategies to enhance the integration of foreign students by the international offices in the universities is recommended.
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Background To The Problem

The diversity of the human population within the Universities renders such institutions regarded as local, regional, and global (Carmen & Bartolome, 2018). Therefore, universities are critical determinants of globalisation and internationalisation with more significant economic and social benefits for the individuals and countries (Miller, 2018; Rensburg, Motala & David, 2015; Sehoole, Adeyemo, Ojo & Phatlane, 2019). Irrespective of the causes or reasons, human movement brings a kind of fusion among those interacting in a particular space. The Education 2030 agenda promoted education for all and links to the Sustainable Development Goals (SDGs) (UNESCO, 2017). Education for all in the broad sense is a purposeful influence of the society to prepare the younger generation to survive and thrive, thereby improving their communities (UNESCO, 2017). UNESCO (2017) also adds that countries should affirm education that leads to global citizenship. Global citizenship means global interdependence, cultural diversity and contribution, peace and conflict, inequities of power, resources, and respect (Carmen & Bartolome, 2018). Furthermore, global citizenship prepares the students to understand democracy beyond the local environment, stimulate open-mindedness, with a broader sensitive approach in solving problems while striving for an equitable and sustainable global community (Carmen & Bartolome, 2018).

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