A design justice approach to Universal Design for Learning: Perspectives from the Global South

Abstract

This chapter focuses on the issue of exclusion in higher education and how to promote inclusivity by implementing UDL principles within a larger social and design justice context. The chapter critically analyses the strengths and challenges of a UDL approach within a Global South context, highlighting how social and design justice can be attained by focusing on broad conceptions of access and equity. The chapter documents the experiences of four postgraduate students in their roles as Educational Technology Advisors (ETAs) at the University of Cape Town, outlining collaborative insights arising from the authors' varied positionalities and disciplinary backgrounds. The chapter seeks to offer a challenge to established epistemological paradigms that regard the very nature of knowledge as impartial and absolute, as well as to catalyse more significant insights into inclusive, accessible, and socio-culturally responsive education practices in higher education.