In a developing country such as South Africa, students generally pursue higher education for many different reasons and motives, including those in constrained environments like prisons. However, rarely does the research community ask, “How is open and distance learning (ODL) equitable and accessible for incarcerated postgraduate female students?” By adopting a qualitative, exploratory case study design, this article reports on factors contributing to inequitable access to ODL for incarcerated female postgraduate students. Purposive sampling was used to recruit four female postgraduate students incarcerated at three correctional centres in South Africa. The interpretation of the findings indicates concerns over (i) the impact of Covid-19 on student support services; (ii) digital marginalisation and exclusion due to limited institutional support aimed at enhancing equitable access for all incarcerated students; and (iii) academic alienation due to non-participation. The article highlights the social justice imperativeness of marginalised students and recommends that ODeL institutions should aim to increase access to equitable ODL. It concludes that the carceral education system inadequately supports the demands of postgraduate research by neglecting the need for robust student support, access to digital tools, and conducive study environments. The findings call for reforms in spatial arrangements, the provision of study materials, and improved ICT access, alongside the development of legislative frameworks to safeguard educational continuity during crises. Furthermore, the study lays a foundation for future research using mixed methods to expand sample sizes and incorporate both quantitative data and participants’ lived experiences.
Mdakane et al. (Sat,) studied this question.