Activists within the academy: the role of prior experience in adult learners' acquisition of postgraduate literacies in a postapartheid South African university

Simple item page
dc.contributor.authorCooper, Lindaen_ZA
dc.date.accessioned2014-10-28T14:13:41Z
dc.date.available2014-10-28T14:13:41Z
dc.date.issued2011en_ZA
dc.descriptionThis is a post-print of the published version of a SAGE Journal article available on: http://aeq.sagepub.com/content/early/2010/08/27/0741713610380441.full.pdf.en_ZA
dc.description.abstractThe article takes as a case study a group of disability rights activists who were given access to a master's program via Recognition of Prior Learning. The question explored is "Can adult learners' prior experiential knowledge act as a resource for the successful acquisition of postgraduate academic literacy practices?" The analysis is framed theoretically by Bourdieu's notions of habitus, capital, and field. It is argued that adult learners' acquisition of postgraduate literacies is an outcome of the interplay between three factors: (a) student habitus and dispositions, (b) pedagogic agency, and (c) the nature of the disciplinary field. Although the program under investigation made complex demands on students, lecturers' understanding of student habitus enabled students' prior experiential knowledge to be tapped as a resource. However, students also exercised agency in negotiating the forms of academic habitus acquired, and the trajectory of their agency involved a mix of accommodation, resistance, and challenge.en_ZA
dc.identifier.apacitationCooper, L. (2011). Activists within the academy: the role of prior experience in adult learners' acquisition of postgraduate literacies in a postapartheid South African university. <i>Adult Education Quarterly</i>, http://hdl.handle.net/11427/8894en_ZA
dc.identifier.chicagocitationCooper, Linda "Activists within the academy: the role of prior experience in adult learners' acquisition of postgraduate literacies in a postapartheid South African university." <i>Adult Education Quarterly</i> (2011) http://hdl.handle.net/11427/8894en_ZA
dc.identifier.citationCooper, L. 2011. Activists within the academy: the role of prior experience in adult learners' acquisition of postgraduate literacies in a postapartheid South African university. Adult Education Quarterly.en_ZA
dc.identifier.issn1552-3047en_ZA
dc.identifier.ris TY - Journal Article AU - Cooper, Linda AB - The article takes as a case study a group of disability rights activists who were given access to a master's program via Recognition of Prior Learning. The question explored is "Can adult learners' prior experiential knowledge act as a resource for the successful acquisition of postgraduate academic literacy practices?" The analysis is framed theoretically by Bourdieu's notions of habitus, capital, and field. It is argued that adult learners' acquisition of postgraduate literacies is an outcome of the interplay between three factors: (a) student habitus and dispositions, (b) pedagogic agency, and (c) the nature of the disciplinary field. Although the program under investigation made complex demands on students, lecturers' understanding of student habitus enabled students' prior experiential knowledge to be tapped as a resource. However, students also exercised agency in negotiating the forms of academic habitus acquired, and the trajectory of their agency involved a mix of accommodation, resistance, and challenge. DA - 2011 DB - OpenUCT DP - University of Cape Town J1 - Adult Education Quarterly KW - widening access KW - academic literacy practices KW - adult learners in higher education KW - social movements KW - recognition of prior learning KW - Bourdieu KW - transformation LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 SM - 1552-3047 T1 - Activists within the academy: the role of prior experience in adult learners' acquisition of postgraduate literacies in a postapartheid South African university TI - Activists within the academy: the role of prior experience in adult learners' acquisition of postgraduate literacies in a postapartheid South African university UR - http://hdl.handle.net/11427/8894 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8894
dc.identifier.vancouvercitationCooper L. Activists within the academy: the role of prior experience in adult learners' acquisition of postgraduate literacies in a postapartheid South African university. Adult Education Quarterly. 2011; http://hdl.handle.net/11427/8894.en_ZA
dc.language.isoengen_ZA
dc.publisherSAGEen_ZA
dc.publisher.departmentCILTen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceAdult Education Quarterlyen_ZA
dc.source.urihttp://aeq.sagepub.com/content/early/2010/08/27/0741713610380441.full.pdfen_ZA
dc.subjectwidening accessen_ZA
dc.subjectacademic literacy practicesen_ZA
dc.subjectadult learners in higher educationen_ZA
dc.subjectsocial movementsen_ZA
dc.subjectrecognition of prior learningen_ZA
dc.subjectBourdieuen_ZA
dc.subjecttransformationen_ZA
dc.titleActivists within the academy: the role of prior experience in adult learners' acquisition of postgraduate literacies in a postapartheid South African universityen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
CHED_article_PostapartheidLiteracies_Cooper_2011.pdf
Size:
395.5 KB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Journal Articles