Activists within the Academy: The Role of Prior Experience in Adult Learners' Acquisition of Postgraduate Literacies in a Postapartheid South African University

Autor/in	Cooper, Linda
Titel	Activists within the Academy: The Role of Prior Experience in Adult Learners' Acquisition of Postgraduate Literacies in a Postapartheid South African University
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 61 (2011) 1, S.40-56 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713610380441
Schlagwörter	Academic Discourse; Adult Education; Masters Programs; Prior Learning; Adult Learning; Case Studies; Activism; Experiential Learning; Role of Education; Foreign Countries; Social Support Groups; Participant Observation; Classroom Observation Techniques; Curriculum Development; Accessibility (for Disabled); Writing Difficulties; Portfolios (Background Materials); Literacy; South Africa + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Magister course; Magisterstudiengang; Vorkenntnisse; Adulte education; Case study; Fallstudie; Case Study; Aktivismus; Politischer Protest; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsauftrag; Ausland; Social support; Soziale Unterstützung; Teilnehmende Beobachtung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Accessibility; Zugänglichkeit; Schreibstörung; Alphabetisierung; Schreib- und Lesefähigkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10