Transitions from Rural Contexts to and through Higher Education in South Africa: Negotiating Misrecognition

Autor/inn/en	Mgqwashu, Emmanuel M.; Timmis, Sue; de Wet, Thea; Madondo, Nkosinathi Emmanuel
Titel	Transitions from Rural Contexts to and through Higher Education in South Africa: Negotiating Misrecognition
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 7, S.943-960 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mgqwashu, Emmanuel M.) ORCID (Timmis, Sue) ORCID (Madondo, Nkosinathi Emmanuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1763165
Schlagwörter	International Cooperation; Rural Areas; Student Adjustment; Student Characteristics; Higher Education; Prior Learning; Family Influence; Religious Factors; Community Influence; Groups; Self Concept; Sense of Community; Educational Practices; Universities; Values; Foreign Countries; Cultural Background; Educational Experience; College Students; South Africa; United Kingdom + Suchen Sie Ihr Suchwort? Internationale Kooperation; Internationale Zusammenarbeit; Rural area; Ländlicher Raum; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vorkenntnisse; Selbstkonzept; Bildungspraxis; University; Universität; Wertbegriff; Ausland; Bildungserfahrung; Collegestudent; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Großbritannien
Abstract	This paper reports on an international collaborative study that investigated how students from rural contexts negotiate the transition to university, and how prior cultural and educational experiences influence their higher education trajectories. A qualitative, participatory methodology was adopted, centred on co-researcher narratives, digital artefacts and discussions. Findings demonstrate how family and community, including religious, study, and self-help groups, influenced their transitions into higher education and journey through university and to their identities, agency and sense of belonging. The paper argues that university practices, values and norms need to acknowledge and incorporate all students' prior experiences and histories and recognise their powerful contribution in working towards a decolonial higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01