Abstract
The term ‘epistemological access’ has been increasingly used in scholarly publications on higher education learning in South Africa and elsewhere recently. This paper reviews the context and lineaments of the term in the work of philosopher Wally Morrow and its take-up by other scholars, and sets out to elaborate the conceptual underpinnings of the notion, outlining three possible answers to the question, ‘what is epistemological access affording access to?’ and proposing a fourth as a fruitful way to deploy the term in future scholarly work on higher education learning which seeks to stipulate what graduates should learn, know and be able to do.
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