DISABILITY AND TRANSFORMATION: EXPLORING THE LIVED EXPERIENCES OF STUDENTS WITH DISABILITIES IN SOUTH AFRICAN HIGHER EDUCATION

In this dissertation, I explore the lived experiences of students with disabilities in South African higher education within the context of post-apartheid transformation. Using constructivist grounded theory and drawing on Critical Disability Studies, Dis/ability Critical Race Studies (DisCrit), Critical Whiteness Studies, and decolonizing methodologies, in this study, I examine how students make meaning of their educational experiences and how these align with transformation ideals. Through interviews with 16 students, the research reveals the complexities of disability identity, disclosure, institutional support, and the impact of intersecting marginalized identities. Findings highlight a disconnect between institutional rhetoric and students' realities, particularly in creating inclusive environments. In this study, I contribute to critical disability research in South African higher education by centering students' voices and applying an intersectional lens. Through this work, I extend DisCrit to the South African context, offering insights into how ableism and racism co-construct marginalization experiences. I conclude the dissertation by proposing a framework for institutions to integrate disability experiences into transformation initiatives, challenging them to address more profound structural and cultural barriers to inclusion. This research has implications for policy, practice, and future studies in South African higher education.