Researching 'ideological becoming' in lectures: challenges for knowing differently

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dc.contributor.authorThesen, Luciaen_ZA
dc.date.accessioned2014-11-29T17:25:17Z
dc.date.available2014-11-29T17:25:17Z
dc.date.issued2009en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 22 May 2009. Available online: http://www.tandfonline.com/10.1080/03075070902771929.en_ZA
dc.description.abstractThis 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.en_ZA
dc.identifier.apacitationThesen, L. (2009). Researching 'ideological becoming' in lectures: challenges for knowing differently. <i>Studies in Higher Education</i>, http://hdl.handle.net/11427/9826en_ZA
dc.identifier.chicagocitationThesen, Lucia "Researching 'ideological becoming' in lectures: challenges for knowing differently." <i>Studies in Higher Education</i> (2009) http://hdl.handle.net/11427/9826en_ZA
dc.identifier.citationThesen, L. 2009. Researching 'ideological becoming' in lectures: challenges for knowing differently. Studies in Higher Education.en_ZA
dc.identifier.issn0307-5079en_ZA
dc.identifier.ris TY - Journal Article AU - Thesen, Lucia AB - 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. DA - 2009 DB - OpenUCT DP - University of Cape Town J1 - Studies in Higher Education KW - discourses KW - identity KW - language KW - literacy KW - longitudinal study LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 SM - 0307-5079 T1 - Researching 'ideological becoming' in lectures: challenges for knowing differently TI - Researching 'ideological becoming' in lectures: challenges for knowing differently UR - http://hdl.handle.net/11427/9826 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9826
dc.identifier.vancouvercitationThesen L. Researching 'ideological becoming' in lectures: challenges for knowing differently. Studies in Higher Education. 2009; http://hdl.handle.net/11427/9826.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceStudies in Higher Educationen_ZA
dc.source.urihttp://www.tandfonline.com/10.1080/03075070902771929en_ZA
dc.subjectdiscoursesen_ZA
dc.subjectidentityen_ZA
dc.subjectlanguageen_ZA
dc.subjectliteracyen_ZA
dc.subjectlongitudinal studyen_ZA
dc.titleResearching 'ideological becoming' in lectures: challenges for knowing differentlyen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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