The habitus of digital ""strangers"" in higher education

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dc.contributor.authorCzerniewicz, Lauraen_ZA
dc.contributor.authorBrown, Cherylen_ZA
dc.date.accessioned2014-07-29T08:37:00Z
dc.date.available2014-07-29T08:37:00Z
dc.date.issued2013en_ZA
dc.descriptionThis is the accepted version of the following article: Czerniewicz, L. & Brown, C. 2012. The habitus of digital "strangers" in higher education. British Journal of Educational Technology. 44(1): 44-53., which has been published in final form at: http://dx.doi.org/10.1111/j.1467-8535.2012.01281.x.en_ZA
dc.description.abstractResearch into South African students' digitally mediated learning and social practices revealed a subgroup termed ""digital strangers"", students lacking both experience and opportunities, who had barely used a computer and who did not have easy access to technology off campus. Using a Bourdieun framework, this group's technological habitus and access to capital were considered within the field of higher education. There was a focus on two forms of cultural capital: embodied cultural capital, specifically disposition and values; and objectified cultural capital especially computers and cell phones. Social capital—in terms of personal connections and the values of those close to the students—was also considered. The investigation showed a complex technological habitus, with a paucity of access and limited practices in relation to computers, while computers and their associated practices are highly valued within higher education Simultaneously, diverse practices and widespread indications of astute use of cell phones were described even though these remained under-acknowledged both by the students and the institutions in which they operated. Students recognised what the field of higher education valued, but they also used what they had available in order to best operate within the field. The findings point to a contradiction between students' practices and the field of higher education yet also show how student practices with an alternative form of objectified capital are pushing the boundaries of the field itself.en_ZA
dc.identifier.apacitationCzerniewicz, L., & Brown, C. (2013). The habitus of digital ""strangers"" in higher education. <i>British Journal of Educational Technology</i>, http://hdl.handle.net/11427/3335en_ZA
dc.identifier.chicagocitationCzerniewicz, Laura, and Cheryl Brown "The habitus of digital ""strangers"" in higher education." <i>British Journal of Educational Technology</i> (2013) http://hdl.handle.net/11427/3335en_ZA
dc.identifier.citationCzerniewicz, L., Brown, C. 2013. The habitus of digital ""strangers"" in higher education. British Journal of Educational Technology.en_ZA
dc.identifier.issn0007-1013en_ZA
dc.identifier.ris TY - Journal Article AU - Czerniewicz, Laura AU - Brown, Cheryl AB - Research into South African students' digitally mediated learning and social practices revealed a subgroup termed ""digital strangers"", students lacking both experience and opportunities, who had barely used a computer and who did not have easy access to technology off campus. Using a Bourdieun framework, this group's technological habitus and access to capital were considered within the field of higher education. There was a focus on two forms of cultural capital: embodied cultural capital, specifically disposition and values; and objectified cultural capital especially computers and cell phones. Social capital—in terms of personal connections and the values of those close to the students—was also considered. The investigation showed a complex technological habitus, with a paucity of access and limited practices in relation to computers, while computers and their associated practices are highly valued within higher education Simultaneously, diverse practices and widespread indications of astute use of cell phones were described even though these remained under-acknowledged both by the students and the institutions in which they operated. Students recognised what the field of higher education valued, but they also used what they had available in order to best operate within the field. The findings point to a contradiction between students' practices and the field of higher education yet also show how student practices with an alternative form of objectified capital are pushing the boundaries of the field itself. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - British Journal of Educational Technology LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 SM - 0007-1013 T1 - The habitus of digital ""strangers"" in higher education TI - The habitus of digital ""strangers"" in higher education UR - http://hdl.handle.net/11427/3335 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3335
dc.identifier.vancouvercitationCzerniewicz L, Brown C. The habitus of digital ""strangers"" in higher education. British Journal of Educational Technology. 2013; http://hdl.handle.net/11427/3335.en_ZA
dc.language.isoengen_ZA
dc.publisherWileyen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rights.urihttp://www.sherpa.ac.uk/romeo/issn/0007-1013/en_ZA
dc.sourceBritish Journal of Educational Technologyen_ZA
dc.source.urihttp://dx.doi.org/10.1111/j.1467-8535.2012.01281.x
dc.subject.otherdigital nativeen_ZA
dc.subject.otherdigital strangeren_ZA
dc.subject.otherhabitusen_ZA
dc.subject.otherBourdieuen_ZA
dc.subject.othertechnologyen_ZA
dc.titleThe habitus of digital ""strangers"" in higher educationen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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