Browsing by Subject "discourses"

Now showing 1 - 2 of 2
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    Positioning (in) the discipline: undergraduate students' negotiations of disciplinary discourses
    (Taylor & Francis, 2009) Kapp, Rochelle; Bangeni, Bongi
    This paper is drawn from a longitudinal case study in which the authors have tracked the progress of 20 Social Science students over the course of their undergraduate degrees at a historically 'white' South African university. The students are all from disadvantaged educational backgrounds and/or speakers of English as a second language. The paper draws on post-structuralist and post-colonial theory to trace the process by which students position and reposition themselves in relation to disciplinary discourses over the course of their senior years. The students both absorb and resist the values of their disciplines. The authors argue that the process of writing in their disciplines is also a process of working out their own identities as they try to reconcile their home discourses with those of the institution and their peers, or in some cases, confirm or shed their home identities.
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    Researching 'ideological becoming' in lectures: challenges for knowing differently
    (Taylor & Francis, 2009) Thesen, Lucia
    This article is a response to Haggis's injunction to 'know differently' if we are to grow our understandings of student learning. It identifies concerns that have arisen in the course of research into engagement (conceived of as 'ideological becoming') in first year lectures in the humanities at a South African university. These issues include: (a) how the co-presence of students and lecturer challenges conventional notions of 'student learning' as other; (b) the theoretical and practical challenges related to identifying fleeting 'liminal moments' in situations in which students and lecturers are co-present; and (c) what we can learn from a view of academic engagement as distributed across time and place. The tool of entextualisation is used to track participants' 'interest' across sites. The article offers a view of learning as embodied, emergent and contested, rather than neatly packaged and predictable.