The educational practices and pathways of South African students : across power-marginalised spaces /

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The lived experiences of students' educational practices are analysed and explained in terms of the book's plea for the recognition of the 'multi-dimentionality' of students as educational beings with unexplored cultural wealth and hidden capitals. The book presents an argument t...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Fataar, Aslam (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Stellenbosch (South Africa) : Sun Press, ©2018.
Edición:First edition.
Temas:
2000-2099
Educational sociology > South Africa.
Education > South Africa > History > 21st century.
Post-apartheid era > Education > South Africa.
Sociologie de l'éducation > Afrique du Sud.
Éducation > Afrique du Sud > Histoire > 21e siècle.
Ère post-apartheid > Éducation > Afrique du Sud.
Education
Educational sociology
South Africa
History
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Intro
  • Contents
  • List of Contributors
  • Acknowledgements
  • FOREWORD: Studying South African savage inequalities in search of robust social-educational justice
  • CHAPTER 1: Introducing the terms of (mis)recognition in respect of students' educational practices across power-marginalised spaces
  • The struggle over educational recognition
  • Students' recognitive agency in a 'decontainerised' nexus of relations
  • The chapters
  • Mobilising educational practices in and across power-marginalised spaces
  • Students' institutional pathway mediation in disjunctural educational spaces
  • Students' knowledge practices across disjuctural educational spaces
  • References
  • CHAPTER 2: Mobilising community cultural wealth: The domestic support practices of township families in support of their children's education
  • Theoretical framework
  • The four families' complex living circumstances in a township context
  • The accumulation of cultural capital that supports students' successful learning in a township context
  • Conclusion
  • References
  • CHAPTER 3: Young people's learning practices within a rural working-class context
  • Introduction
  • Theoretical considerations
  • Methodology
  • "It's about where you find yourself": student lives and the socio-spatial dynamics of Arendsehoop
  • The construction of the students' learning practices in their family context
  • Shared funds of knowledge: the students' community funds of knowledge in developing their learning practices
  • The students' peer-based cultural funds of knowledge in developing their learning practices
  • The students' media funds of knowledge in relation to developing their learning practices
  • Conclusion
  • References
  • CHAPTER 4: "Playing the game": High school students' mediation of their educational subjectivities across dissonant fields
  • Introduction
  • Trans-local habitus at the Focus School
  • Educational socialisation at the Focus School
  • Attaining social competency
  • Fluid and adaptable subjectivities at the Focus School
  • Establishment of a trans-local habitus at the Focus School
  • Conclusion
  • References
  • CHAPTER 5: Negotiating belonging at school: High school girls' mediation of their out-of-classroom spaces
  • Introduction
  • Theoretical considerations
  • Methodology
  • Living the materiality of school
  • Socio-spatial positioning
  • Mediating the toughness of belonging at school
  • Conclusion
  • References
  • CHAPTER 6: First generation disadvantaged students' mediation practices in the uneven 'field' of a South African university
  • Introduction
  • Bourdieu's logic of practice
  • The students' horizontal engagement practices at the university
  • Establishing intersecting forms of engagements and confronting the university's field
  • Building embodied learning practices (habitus) to establish their educational engagement at the university
  • Conclusion

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