A Student's Journey in South African Higher Education: Positioning and Repositioning within a New Space

Autor/in	Groenewald, Emma
Titel	A Student's Journey in South African Higher Education: Positioning and Repositioning within a New Space
Quelle	In: Issues in Educational Research, 33 (2023) 2, S.591-607 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Groenewald, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Foreign Countries; Higher Education; College Students; Student Experience; Self Concept; Student Development; Sex Role; Cultural Influences; Language Usage; Cultural Differences; Ethnicity; African Languages; Student Leadership; Multilingualism; South Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Studienerfahrung; Selbstkonzept; Geschlechterrolle; Cultural influence; Kultureinfluss; Sprachgebrauch; Kultureller Unterschied; Ethnizität; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Studentenwerk; Mehrsprachigkeit; Multilingualismus; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In diverse university contexts, students need to constantly navigate and negotiate their social identities. Students bring their unique embedded histories and cultures to the university context and position and reposition themselves to experience a sense of belonging. These experiences contribute to student self-formation and sense of being. This study explores the positioning and repositioning of a student on a diverse university campus. The positioning theory of Harré (2006) was used as a lens to examine the intentional positioning of one student, including deliberate self-positioning, forced self-positioning, deliberate positioning of others, and forced positioning of others. The study was underpinned by both the interpretivist approach and the social constructivist paradigm. A narrative methodology was used, which involved listening to and analysing the narratives of the participant. Data were generated through reflective exercises and semi-structured interviews over a period of four years. A number of themes were used to present the data, i.e., gender positioning, language positioning, racial positioning, and leadership positioning. The findings illustrate the interconnection between agency, identity, and positionality (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01