Alternative geographies of belonging: Student agency and place-making at a Historically White University

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More than three decades after the advent of democracy, questions of equity, belonging, and transformation remain central to South African higher education. Research on foundational provision and Extended Curriculum Programmes (ECPs) initially emphasised their role in widening access and promoting student success, while more recent scholarship has adopted increasingly critical and decolonial perspectives (Luckett, 2019). Yet little attention has been paid to students’ spatial experiences and practices of place-making. Drawing on a longitudinal visual ethnography with 56 ECP students at a Historically White University, this article examines how students negotiate Stellenbosch University's racialised landscape through participant-generated photographs. I argue that a decolonial lens requires attention to agency as well as constraint. While structural inequalities persist, students actively produce alternative geographies of belonging, re-signifying contested spaces and complicating deficit narratives that continue to shape ECP discourse.

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