The development of agency in first generation learners in higher education: a social realist analysis

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dc.contributor.authorLuckett, Kathyen_ZA
dc.contributor.authorLuckett, Thembien_ZA
dc.date.accessioned2014-10-28T14:13:46Z
dc.date.available2014-10-28T14:13:46Z
dc.date.issued2009en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 8 September 2009, available online: http://www.tandfonline.com/10.1080/13562510903186618.en_ZA
dc.description.abstractThis paper reports on the findings of a formative evaluation of the mentorship support programme run by the Maskh'iSizwe Centre of Excellence for recipients of its bursaries. Learning theory traditions have typically been divided into those that prioritise individual cognition versus those that prioritise the context in which learning occurs. In both these traditions, the individual agent is dissolved. This paper interrogates the ontological assumptions held by dominant learning theories regarding relations between individual and society that neglect agency in the learning process. Archer's social realist ontology offers a way forward by reinstating the full properties and powers of learners as agents. Archer's social theory supports theories of learning that emphasise ontology and practice, as well as epistemology. It is therefore suggested that support programmes for undergraduate financially disadvantaged learners ensure that they first develop a sense of personal identity and social agency as a pre-condition for succeeding academically and developing a professional identity.en_ZA
dc.identifier.apacitationLuckett, K., & Luckett, T. (2009). The development of agency in first generation learners in higher education: a social realist analysis. <i>Teaching in Higher Education</i>, http://hdl.handle.net/11427/8895en_ZA
dc.identifier.chicagocitationLuckett, Kathy, and Thembi Luckett "The development of agency in first generation learners in higher education: a social realist analysis." <i>Teaching in Higher Education</i> (2009) http://hdl.handle.net/11427/8895en_ZA
dc.identifier.citationLuckett, K., Luckett, T. 2009. The development of agency in first generation learners in higher education: a social realist analysis. Teaching in Higher Education.en_ZA
dc.identifier.issn1356-2517en_ZA
dc.identifier.ris TY - Journal Article AU - Luckett, Kathy AU - Luckett, Thembi AB - This paper reports on the findings of a formative evaluation of the mentorship support programme run by the Maskh'iSizwe Centre of Excellence for recipients of its bursaries. Learning theory traditions have typically been divided into those that prioritise individual cognition versus those that prioritise the context in which learning occurs. In both these traditions, the individual agent is dissolved. This paper interrogates the ontological assumptions held by dominant learning theories regarding relations between individual and society that neglect agency in the learning process. Archer's social realist ontology offers a way forward by reinstating the full properties and powers of learners as agents. Archer's social theory supports theories of learning that emphasise ontology and practice, as well as epistemology. It is therefore suggested that support programmes for undergraduate financially disadvantaged learners ensure that they first develop a sense of personal identity and social agency as a pre-condition for succeeding academically and developing a professional identity. DA - 2009 DB - OpenUCT DP - University of Cape Town J1 - Teaching in Higher Education KW - popular pedagogy KW - people-centered development KW - social movements KW - agency and gender LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 SM - 1356-2517 T1 - The development of agency in first generation learners in higher education: a social realist analysis TI - The development of agency in first generation learners in higher education: a social realist analysis UR - http://hdl.handle.net/11427/8895 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8895
dc.identifier.vancouvercitationLuckett K, Luckett T. The development of agency in first generation learners in higher education: a social realist analysis. Teaching in Higher Education. 2009; http://hdl.handle.net/11427/8895.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentCILTen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceTeaching in Higher Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/13562510903186618en_ZA
dc.subjectpopular pedagogyen_ZA
dc.subjectpeople-centered developmenten_ZA
dc.subjectsocial movementsen_ZA
dc.subjectagency and genderen_ZA
dc.titleThe development of agency in first generation learners in higher education: a social realist analysisen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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