Students’ Negotiation of Learning and Identity in Working-class Schooling

Kapp, Rochelle; Badenhorst, Elmi; Bangeni, Bongi; Craig, Tracy S.; Rensburg, Viki Janse van; Roux, Kate le; Prince, R. H.; Pym, June; Pletzen, Ermien van

doi:10.5040/9781350000223.0008

Cited by 4 publications

(11 citation statements)

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“…Bourdieu's lifetime work exhibits that the cultural capital of the middle class responds more favourably to the formal culture of the university. Kapp et al (2014) further describe how historically disadvantaged students enter an "unhoming" space that pushes them to the margins -in opposition to the centre -and leaves them unsupported by university structures. These students are narrowly immersing into academic discourses, neglecting the different dimensions of students in their transitions to the https://doi.org/10.38140/pie.v41i4.6891…”

Section: Lareymentioning

confidence: 99%

“…2023: 41(4) university space. Although students are motivated by high educational aspirations to achieve academic success, Kapp et al (2014) and Norodien-Fataar (2018) sketch images of how students must settle for lesser courses and extension programmes that cater to meet the needs of students with lower marks. These authors claim that the university usually responds with developmental initiatives relating to teaching and learning approaches to immerse these students into university life.…”

Section: Perspectives In Educationmentioning

confidence: 99%

“…In a sense, inequalities in terms of resources, instruction, and governance, compared to historically advantaged White communities, continue to persist. Kapp et al (2014) suggest that instead of constructing students in pathologizing and deficiency manners, universities are challenged to create practices that will harness "students' agency, reflexivity and motivation" in meaningful ways. In their article, Successful students' negotiation of township schooling in contemporary South Africa, Kapp et al (2014) illustrate how a group of students from working-class backgrounds successfully navigates their environments.…”

Section: Perspectives In Educationmentioning

confidence: 99%

“…Previous research, such as the work of Pierre Bourdieu (1993;2003), shows that students' socio-economic family background significantly influences academic success. On the contrary, recent poststructuralist theorists have engaged in the complex interplay of structure and agency (Kapp et al, 2014) in determining students' academic success. In this regard, Thomson (2009) claims that the lives of individuals are both constrained and agentic.…”

Section: Introductionmentioning

confidence: 99%

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An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

Larey

2023

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At the national universities within South Africa, various events during the past years indicate that students suffer under different kinds of oppression. It is widely acknowledged that students from poor, rural geographical areas find the university space alienating and not speaking to their life worlds. In this paper I respond to Fataar’s (2019) notion of the “misrecognised” university student in the South African context. My focus on students coming from historically disadvantaged communities aims to contribute to ongoing debates about social justice for students in the university sector. The problem to be addressed in this paper is the misalignment between the critical horizontal knowledge ofhistorically disadvantaged students and the knowledge codes of the university relating to learning, curriculum, and pedagogical practices. I therefore argue that if university institutional practices recognise, embrace, and align with students’ agency, resilience and adaption, a reframed institutional platform could engage students in their intellectual becoming. Furthermore, I am guided by two questions: 1) How can students from historically disadvantaged communities use their critical horizontal knowledges to connect with disciplinary and transdisciplinary knowledge of the university to enhance critical specialised consciousness in the becoming of ethical humans? and 2) How can an African theorisation of student agency form the basis to consciously reframe the core institutional function of the university? In responding to these questions, I locate my arguments in African-student agency, reviewing literature by African scholars to gain an understanding of the African concept of student agency.

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Section: Lareymentioning

confidence: 99%

Section: Perspectives In Educationmentioning

confidence: 99%

Section: Perspectives In Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

Larey

2023

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“…The narrative about Luthando used in this article was produced in a longitudinal study of students' transition to and through undergraduate studies at an elite, former "white," urban university in South Africa (Kapp et al, 2014;le Roux, 2017). 5 The study aimed to understand the ways in which the transition of "black" students-from mainly first generation, working-class, single parent families and for whom English is generally not a first language-may be enabled or constrained by the socio-Political context in South Africa, as well as students' agentic action with the positionings in this context.…”

Section: Kate's Research In the Political Southmentioning

confidence: 99%

Toward an Ethical Attitude in Mathematics Education Research Writing

Andersson

Roux

2017

Journal of Urban Mathematics Education

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In this article, the authors propose a set of multi-level questions as a guide for developing an ethical attitude in researcher--participant and researcher--researcher relations during the research writing process. Drawing on the sociopolitical turn in mathematics education, the authors view these relations in terms of power and positionings, in the dialectic between the micro-level of research writing and the wider, macro-level context of mathematics education. The authors illustrate the use of the proposed questions through a back-and-forth dialogue. The dialogue draws on experiences from a writing collaboration in which the authors--"the researchers"--wrote up for publication research conducted in their respective contexts of the Political North and Political South. Both research projects focused on how mathematics students--"the participants"--narrate and hence position themselves and are narrated and positioned by mathematics education and sociopolitical discourses in research publications.

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Literary reading as a web of relationships: Implications for pedagogy at a South African university

Prozesky,

Nkealah

2024

Arts and Humanities in Higher Education

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We teach English literature in South Africa, to third- or fourth-language English speakers. Increasingly dissatisfied with the effectiveness of our pedagogy under conditions of massification, we seek to agitate propositions about our students’ reading and what these propositions means for our pedagogy. Drawing on narrative theory we analyse our students’ written responses to a portfolio assessment designed to scaffold their reading of a setwork novel, Lauren Beukes’ Zoo City. Six patterns emerge, around paraphrase, compensation strategies that replace literary reading, repertoires of knowledge and how these relate to access, personal salience and dissonance, reader discomfort, and decolonial opportunities. Understanding the students’ reading for our course as a complex web of material, social and affective relations opens avenues for pedagogy and assessment design that frames literary reading as communal encounter.

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Students’ Negotiation of Learning and Identity in Working-class Schooling

Cited by 4 publications

References 0 publications

An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

Toward an Ethical Attitude in Mathematics Education Research Writing

Literary reading as a web of relationships: Implications for pedagogy at a South African university

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