The Educational Practices and Pathways of South African Students across Power-Marginalised Spaces

180 pages - 245mm x 175mm
Paperback / softback (9781928357889)
Digital download (9781928357896)

The lived 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 capitals. 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. The book is relevant to understanding the role of policy, curriculum and pedagogy in addressing the educational performance of working-class youth.

Notes on Contributors
Chapter 1 Introducing the terms of (mis)recognition in respect of students’ educational practices across power-marginalised spaces – Aslam Fataar
Chapter 2 Mobilising community cultural wealth: The domestic support practices of township families in support of their children’s education – Batandwa Sonamzi
Chapter 3 Young people’s learning practices within a rural working-class context – Henry Fillies
Chapter 4 “Playing the game”: High school students’ mediation of their educational subjectivities across dissonant fields – Nazli Domingo-Salie
Chapter 5 Negotiating belonging at school: High school girls’ mediation of their out-of-classroom spaces – Elzahn Rinquest
Chapter 6 First generation disadvantaged students’ mediation practices in the uneven ‘field’ of a South African university – Najwa Norodien-Fataar
Chapter 7 Back from the edge: Exploring adult education and training as second chance opportunity for adult students – Doria Daniels
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 – Adam Cooper
Chapter 9 Prompting students’ learning dispositional adaptation in response to teachers’ pedagogical practices in a township school – Jennifer Feldman