Positioning Home for Resilience on Campus:First-Generation Students Negotiate Powerless/full Conditions in South African Higher Education

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    Recognising the authoritative de/legitimising power of education systems, this paper contributes to studies concerned with the ways in which new entrants to higher education experience the positioning of their inherited identities as they negotiate their transition to campus life. The findings emerged during a broader psychosocial study of the transitions of seven first-generation students at a technical university in South Africa. The nature of their self-positioning was explored through an analysis of the positioning statements they articulated during photo-elicitation interviews. The university was positioned as a powerful institution, with conditions for both opportunity and alienation. Participants strongly identified with the professional community of practice in Art and Design. However, in relation to the urban campus context, the majority of participants positioned aspects of their home communities as deficit. A case
    is made for creating conducive conditions that enable self-reflection on students’ transitional experiences and develop collective critical consciousness.

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    DOI

    Original languageEnglish
    Article number22(1)
    Number of pages28
    Pages (from-to)1-28
    JournalEducation as change
    Journal publication date23 Jul 2018
    Issue number1
    Volume22
    Early online date23 Jul 2018
    DOIs
    Publication statusEarly online date - 23 Jul 2018

      Research areas

    • Higher Education, first generation students, equity, identiy, art and design, belonging, transition, arts-based methods

    ID: 155295471