Business incubation is a relatively new phenomenon in scholarship and policy development for small enterprise development. Business incubators offer targeted business support and technical support services to accelerate the growth of emerging and small start-up business enterprises into financially and operationally independent enterprises. South Africa has adopted business incubation as one vehicle for upgrading the SMME economy. This article examines the evolution of policy towards business incubation, current progress, institutional issues and emerging geographies of business incubators as part of the unfolding and dynamic SMME policy landscape in South Africa. Considerable differences are observed between the activities of the network of state-supported incubators as opposed to private sector operated incubators.

In South Africa much policy attention is focused on the potential of the small, medium and micro-enterprise (SMME) economy for job creation. Nevertheless, despite government support for the SMME economy, high mortality rates are experienced by start-up enterprises. In common with international experience South Africa has adopted business incubation as a strategic tool for assisting the survival as well as building the competitiveness of SMMEs. This article analyses the state of business incubation in South Africa drawing attention to marked differences between the groups of public sector business incubators as opposed to those business incubators which have been initiated by the private sector.

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Against a backdrop of dominant deficit, victim-blaming and class/colourblind theories of unequal educational transitions and higher education outcomes, this article analyses thematically in-depth narrative interviews with Black working class “dropouts” in South African higher education to explore how this group of former students narrate and make sense of their educational journeys and how their accounts could strengthen efforts to achieve just and equitable experiences and outcomes for students from all walks of life. Their narrative accounts reveal that, (a) in their marginalised educational transitions, despite disrupted and sometimes traumatic formative years (lows), their transformative habitus and community cultural wealth enables them to find highs in nadir moments; (b) their educational pathways are paved with unlikely steppingstones and improvising agents of transformation who overcome the odds of under-resourced schooling experiences; (c) despite policymakers’ best intentions, student financial aid moderates but does not ameliorate the perils of being Black and working class in higher education; (d) as pushed dropouts, they are victims of a class and colourblind criminalisation of failure that naturalises injustice in already unjust educational contexts. This study illuminates the transformative and social justice potential in analysing narrative accounts of those who often disappear from higher education without a trace.

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