Visible Yet Invisible: Breaking Barriers for Students with Albinism in Higher Education in Kwazulu-Natal, South Africa

Albinism is a genetic condition characterised by a deficiency or absence of melanin pigment, which impacts normal pigmentation. Persons with albinism occupy a paradoxical position - they are simultaneously “visible” and “invisible”. While they are visible because of the physical manifestation of the condition, when confronted with discrimination, labelling, and alienation, they often withdraw from the broader community, making themselves “invisible”. This extends to the higher education sector, where students with albinism experience various social, environmental, cultural, and institutional barriers. While South Africa has made significant strides towards a more inclusive education model, my experience as a Sociologist in higher education revealed that persons with disabilities face persistent challenges. Discrimination, logistical hurdles, and social marginalisation continue to hinder their educational journey. The findings of my multidisciplinary PhD study show that the challenges faced by students with albinism at four higher education institutions in KwaZulu-Natal, South Africa, do not necessarily stem from their physical traits. Rather, their limited access to educational opportunities is more closely linked to broader issues such as poverty, discrimination, stigma, social exclusion, and human rights abuses. There are significant gaps in existing interventions and policies, with current frameworks and support systems falling short of achieving their intended outcomes for students with albinism. The findings, obtained from qualitative interviews and focus groups, provide valuable insights and recommendations that can inform policy reform, enhance educational practices, and promote inclusivity for students with albinism. There is a need for urgent reforms, including clearer legal definitions, amendments to national legislation, and improved institutional support systems. The findings were integrated to inform a framework that specifically addresses access to higher education for persons with albinism. It is recommended that the frameworks be adopted and implemented across all sectors that cater to the needs of persons with albinism.