Exploring the Realities of Social Justice in South Africa: A Review of the Case of Rural Learners’ Transition to Higher Institutions

Social justice is undeniably a significant pillar of democratic government, and it’s pertinent to measure the post-apartheid achievements of South African democratic governments. This study explores the efforts to make education available to all learners at universities of their choice to eradicate ostracism and exclusionary practices that had permeated the apartheid era. Critical Race Theory is used as a theoretical framework to underpin this discourse analysis, while the study adopted the review method. The researchers argue that inequalities exist between rural and urban universities, as well as between rural and urban learners. The study affirms that learners from rural areas experience inadequate access to education and lack opportunities to attend better-resourced urban universities. This paper views social justice in a democratic system as equal access to social benefits and resources among citizens. Hence, the limitations of rural learners to rural universities and inadequate resourcing of rural universities negate social justice. In accordance with the realities of social justice, the education system should be accessible to all learners of the same quality at any university of their choice and equity of learning resources should be enhanced at learners’ residences regardless of their human diversity.