Abstract
The idea of transformation to a 'new African university' has become topical in contemporary African education scholarship. Whilst it is claimed that the process seeks to include all stakeholders, academics with disabilities are excluded because of discourses and dynamics in Africa's higher education that have remained deeply embedded in Eurocentric thinking and mind-set. This paper applied Critical Disability Theory to analyse the challenges that face academics with disabilities in the areas of teaching, research, community engagement and doctoral supervision in South African higher education and that must be appropriately and adequately addressed for a successful transformation to a " 'new' African University ". Data were collected through an analysis of South African literature on exclusion of students with disabilities as research, community engagement and supervision are regarded as a continuum and involve both students and the academics. Findings revealed that academics with disabilities are confronted with specific challenges similar to those faced by students with disabilities, as they all function within the same context during transformation to a 'new African university'. The challenges are inaccessible physical environment, negative attitudes from the community members, impairment-related disadvantages, lack of adequate funding and lack of adequate media for use, which all compound to limit their functioning like their able-bodied counterparts. Including the voice of academics with disabilities in disability policy was proposed as a way to alleviate the challenges they confront enabling them to contribute positively to scholarship and thus affirm the transformation to a new African University.