Abstract While higher education (HE) institutions in South Africa have become demographically ever more diverse, transcultural contact among students and staff members has seemingly failed to mend race-based prejudices and structural inequality. By acknowledging the embeddedness of symbolic violence in physical space and lived experience, this article proposes an experimental and embodied approach to critically engage with ongoing structural and symbolic prejudice. The argument is made that the physical landscape of HE institutions, as well as the lived experience of marginalised students and staff members, must be seen as the first port of call if transformation is to occur. The article argues that visual redress in the form of removing, contextualising, or adding new visual symbols is not sufficient to address the complexities of the issues involved. Embodied learning experiences using visual arts and performance processes could be included to enhance redress. The article therefore draws on the writings and thought of Nancy Fraser, Henri Lefebvre, Achille Mbembe, and various others in an attempt to sketch a theoretical framework to think through the need for and possibilities of visual, invisible, subtle, and relational redress.

中文翻译：

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南非高等教育机构的补救措施：规划前进的道路

摘要 虽然南非的高等教育 (HE) 机构在人口结构上变得越来越多样化，但学生和教职员工之间的跨文化接触似乎未能纠正基于种族的偏见和结构性不平等。通过承认象征性暴力在物理空间和生活经验中的嵌入性，本文提出了一种实验性和具体化的方法，以批判性地参与持续的结构性和象征性偏见。有人认为，高等教育机构的物理景观，以及边缘化学生和教职员工的生活经历，必须被视为转型的第一站。文章认为，以移除、情境化、或添加新的视觉符号不足以解决所涉及问题的复杂性。可以包括使用视觉艺术和表演过程的具体学习经验，以加强纠正。因此，本文借鉴了 Nancy Fraser、Henri Lefebvre、Achille Mbembe 和其他人的著作和思想，试图勾勒出一个理论框架，以思考视觉、无形、微妙和相关性补救的必要性和可能性。