标题：" Early Childhood Education in South African Townshi" What Access? Lived Experiences of International Post-graduate Students from Africa Studying in a South African University
摘要：T his pa per r eports on a study tha t investigated lived exper ie nces of inte rnational post-gr adua te students from African countries in one School of a South African university. The researchers saw a knowledge ga p regarding how mu ch the institu tion 'knew' about these students' expe riences and sought to address the question: What ca n be learnt from these experie nce s r ega rding acc ess to the institution. The study a dopted a qualitative resea rch a ppr oa ch involving two in-depth focus group inte rviews w ith the students, one a t the beginning of the ac ademic year and the other six months la ter. Data were ana lyse d at two complimentar y stages. First data were categorized into two, na mely responses a bout institutional support and those about social and academic experiences. Second, data we re further broken down into eme rging sub-ca tegor ies out of w hic h mea nings were made . Ke y obser va tions from the study include tha t the support sectors of the u niversity wer e per ceived as ine fficient a nd ineffective, a cademic sta ff performance was experienced a s ver y good, the university's curricula wer e viewed as needing fine-tuning, and overa ll, in seeking to integra te with the institution, some stude nts wer e m ore r esilient than other s. It wa s co ncluded tha t the a ppa rent la ck of c ohesion betw een the se ctors of the univer sity wa s inhibitive to student integration. T herefore inte gra tive a nd episte mological a ccess wa s under threa t.
关键词：Integra tive Access. Epistemological Ac cess. O ntological Security. L ived Experiences. Inte rna tiona l ; Post-gradua te Students
