The Habitus and Technological Practices of Rural Students: A Case Study

Autor/inn/en	Czerniewicz, Laura; Cheryl Brown
Titel	The Habitus and Technological Practices of Rural Students: A Case Study
Quelle	In: South African Journal of Education, 34 (2014) 1, Artikel 789 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Case Studies; Technological Advancement; Rural Schools; College Students; Universities; Ethnography; Higher Education; Technology Uses in Education; Rural Areas; Computer Literacy; Information Technology; Technological Literacy; Social Capital; Cultural Capital; Interviews; South Africa + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Technological development; Technologische Entwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Collegestudent; University; Universität; Ethnografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkenntnisse; Informationstechnologie; Technisches Wissen; Sozialkapital; Interviewing; Interviewtechnik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper describes the habitus and technological practices of a South African rural student in his first year at university. This student is one of five self-declared rural students, from a group of 23 first-years in four South African universities, whose access to, and use of, technologies in their learning and everyday lives was investigated in 2011 using a "digital ethnography" approach. Their digital practices, in the form of their activities in context, were collected through multiple strategies in order to provide a nuanced description of the role of technologies in their lives. The student reported on here came from a school and a community with very little access to information and communication technologies (ICTs). While the adjustment to first year can be challenging for all students, the findings show that this can be especially acute for students from rural backgrounds. The study provides an analysis of one student's negotiation of a range of technologies six to nine months into his first year at university. Earlier theoretical concepts provide a lens for describing his practices through a consideration of his habitus, and access to and use of various forms of capitals in relation to the fields--especially that of higher education--in which he was situated. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01