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"Kapp, Rochelle, editor"
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Negotiating Learning and Identity in Higher Education
While access to higher education has increased globally, student retention has become a major challenge. This book analyses various aspects of the learning pathways of black students from a range of disciplinary backgrounds at a relatively elite, English-medium, historically white South African university. The students are part of a generation of young black people who have grown up in the new South Africa and are gaining access to higher education in unprecedented numbers. Based on two longitudinal case studies, Negotiating Learning and Identity in Higher Education makes a contribution to the debates about how to facilitate access and graduation of working-class students. The longitudinal perspective enabled the students participating in the research to reflect on their transition to university and the stumbling blocks they encountered in their senior years. The contributors show that the school-to-university transition is not linear or universal. Students had to negotiate multiple transitions at various times and both resist and absorb institutional, disciplinary and home discourses. The book describes and analyses the students' ambivalence as they straddle often conflicting discourses within their disciplines; within the institution; between home and the institution; and as they occupy multiple subject positions that are related to the boundaries of place and time. Each chapter also describes the ways in which the institution supports and/or hinders students' progress, explores the implications of its findings for models of support and addresses the issue of what constitutes meaningful access to institutional and disciplinary discourses
eBook
Decoloniality, Language and Literacy
Through a range of unconventional genres, representations of
data, and dialogic, reflective narratives alongside more
traditional academic genres, this book engages with contexts of
decoloniality and border thinking in the Global South. It addresses
processes of knowledge production and participation in the highly
divided and unequal schooling and higher education system in South
Africa, and highlights the consequences of the monolingual myth in
post-colonial education, demonstrating opportunities for learning
provided by translanguaging. It explores both embodied, multimodal
and multilingual instances of knowledge-making in teaching and
teacher education that take place outside but alongside formal
classroom, lecture and seminar modes, and the positionality and
learning experiences of teacher educators in science, literacy and
language across the curriculum. The book is not only
transdisciplinary but also captures the learning that takes place
beyond the borders of disciplines and formal classroom spaces.
eBook