Interrogating the White Paper 3 of 1997 which upholds academic freedom, institutional autonomy and public accountability, I make the case for justice through higher education using public accountability. I argue that the higher education system in South Africa is capable of fulfilling such a role in the context of extreme injustices but not without a critical engagement of the extent and causes of these injustices and an understanding of their implications for academic curricula, practices and deeply embedded conceptions of knowledge. A redefinition of higher education institutions' public accountability in terms of responsibility to their ‘institutional locale’ or community (the populations whose needs they should be meeting) can be an effective ‘proactive tool’ with which higher education can redress social injustices. This requires an interrogation of the social, political and economic conditions of possibility that either inhibit or aid educational desire and attainment. An investigation of this nature entails a rigorous reappraisal of all three of the key principles within which higher education systems operate—academic freedom, institutional autonomy and public accountability—if they are to guard against the continued perpetuation of epistemic and social injustices.

中文翻译：

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通过高等教育实现正义：重新审视1997年第3号白皮书

审视维护学术自由，机构自治和公共问责制的1997年第3号白皮书，我通过使用公共问责制的高等教育为正义辩护。我认为，南非的高等教育系统有能力在极端不公正的情况下发挥这种作用，但并非必须不加批判地介入这些不公正的程度和原因，并且要理解它们对学术课程，实践和深层影响的含义。嵌入的知识概念。按照对“机构所在地”或社区（应满足其需求的人口）的责任来重新定义高等教育机构的公共责任，可以成为高等教育可以纠正社会不公的有效“主动工具”。这就要求对可能抑制或帮助教育欲望和成就的可能性的社会，政治和经济状况进行审讯。如果要防止认识论和社会不公道的继续存在，对这种性质的调查需要对高等教育体系运作的所有三个主要原则（学术自由，机构自治和公共问责制）进行严格的重新评估。