The educational practices and pathways of South African students across power-marginalised spaces / edited by Aslam Fataar.

Format:

Book

Contributor:

Fataar, Aslam, editor.

Language:

English

Subjects (All):

Educational sociology--South Africa.

Educational sociology.

Physical Description:

1 online resource (iii, 170 pages)

Edition:

1st ed.

Place of Publication:

[Place of publication not identified] : Sun Press, [2018]

Summary:

"The experiences of students' educational practices are analysed and explained in terms of the book's plea for the recognition of the 'multi-dimentionality' of students as educational beings with unexplored cultural wealth and hidden talents and abilities. The book presents an argument that student lives are entangled in complex social-spatial relations and processes that extend across family, neighbourhood and peer associations, which are largely misrecognised in educational policy and practice. This book is relevant to understanding the role of policy, curriculum and pedagogy in addressing the educational performance of working-class youth."--Publisher's website

Contents:

Intro

Contents

List of Contributors

Acknowledgements

FOREWORD: Studying South African savage inequalities in search of robust social‑educational justice

CHAPTER 1: Introducing the terms of (mis)recognition in respect of students' educational practices across power‑marginalised spaces

The struggle over educational recognition

Students' recognitive agency in a 'decontainerised' nexus of relations

The chapters

Mobilising educational practices in and across power-marginalised spaces

Students' institutional pathway mediation in disjunctural educational spaces

Students' knowledge practices across disjuctural educational spaces

References

CHAPTER 2: Mobilising community cultural wealth: The domestic support practices of township families in support of their children's education

Theoretical framework

The four families' complex living circumstances in a township context

The accumulation of cultural capital that supports students' successful learning in a township context

Conclusion

CHAPTER 3: Young people's learning practices within a rural working‑class context

Introduction

Theoretical considerations

Methodology

"It's about where you find yourself": student lives and the socio-spatial dynamics of Arendsehoop

The construction of the students' learning practices in their family context

Shared funds of knowledge: the students' community funds of knowledge in developing their learning practices

The students' peer-based cultural funds of knowledge in developing their learning practices

The students' media funds of knowledge in relation to developing their learning practices

CHAPTER 4: "Playing the game": High school students' mediation of their educational subjectivities across dissonant fields

Introduction.

Trans-local habitus at the Focus School

Educational socialisation at the Focus School

Attaining social competency

Fluid and adaptable subjectivities at the Focus School

Establishment of a trans-local habitus at the Focus School

CHAPTER 5: Negotiating belonging at school: High school girls' mediation of their out-of-classroom spaces

Living the materiality of school

Socio-spatial positioning

Mediating the toughness of belonging at school

CHAPTER 6: First generation disadvantaged students' mediation practices in the uneven 'field' of a South African university

Bourdieu's logic of practice

The students' horizontal engagement practices at the university

Establishing intersecting forms of engagements and confronting the university's field

Building embodied learning practices (habitus) to establish their educational engagement at the university

CHAPTER 7: Back from the edge: Exploring adult education and training as second chance opportunity for adult students

Navigating education through troubled childhoods

Finding their way back to education

The AETC context

Education as aspirational capital to dream about a different future

CHAPTER 8: "The writing's on the wall … and in other forbidden places": Youth using languaging practices to mediate the past in formal and informal learning spaces

Me and my PhD research in the after-life

Languaging practices, mediation and misrecognition

Rosemary Gardens High School and the Doodvenootskap

Languaging practices at Rosemary Gardens High School.

"My porridge bowl is nou [now] a satellite dish": languaging practices amongst DVS

Students as mediants: towards a social theory of schooling

What comes after the after-life?

CHAPTER 9: Prompting students' learning dispositional adaptation in response to teachers' pedagogical practices in a township school

Rationale and methodology

Context for the research project

Students' assemblages of learning

The students' aspirations within their township school

Connecting the students' lifeworld knowledge to their school learning

Mediants, mediating, materiality

References.

Notes:

Description based on print version record.

ISBN:

1-928357-89-X