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Perceptions of being a learner: an investigation into how first year Journalism students at a South African university construct themselves as learners
- Authors: Lunga, Carolyne Mande
- Date: 2015
- Subjects: Journalism -- Study and teaching (Higher) -- South Africa , Students -- Attitudes , Students -- Self-rating of -- South Africa , Discourse analysis, Narrative , Active learning -- South Africa , Learning -- Evaluation , Learning, Psychology of , College freshmen -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1332 , http://hdl.handle.net/10962/d1020026
- Description: The aim of the research reported in this document was to explore the ways in which first year Journalism students at a South African University construct themselves as learners. The research adopted a case study approach of purposively selected first year journalism students. In exploring this area, focus group and individual in-depth interviewing were employed which illuminated important aspects of learner identity construction. In order to make sense of these self-constructions, the research was located in the larger debates on discourse as espoused by Michel Foucault who argues that discourse constructs subjectivities. The research demonstrated that there were various discourses at play which influenced how these learners spoke and behaved. The influence of these discourses on learners' experiences varied at different times of the year. For example, the awarding of the Duly Performed (DP) certificate for students who met the minimum attendance and work requirements of a particular course, the giving of tests, exercises and examinations were some of the technologies that 'forced' students into compliance. In terms of identity formation, the heterogeneous nature of 'being' a journalism 'student' revealed that the different discourses at play influenced learner behaviour and that their identities continued to change over the year. Doing additional subjects such as Sociology, Drama, Art History and others at the same time as Journalism and Media Studies also meant that the learners had to negotiate the differing role requirements.
- Full Text:
- Date Issued: 2015
- Authors: Lunga, Carolyne Mande
- Date: 2015
- Subjects: Journalism -- Study and teaching (Higher) -- South Africa , Students -- Attitudes , Students -- Self-rating of -- South Africa , Discourse analysis, Narrative , Active learning -- South Africa , Learning -- Evaluation , Learning, Psychology of , College freshmen -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1332 , http://hdl.handle.net/10962/d1020026
- Description: The aim of the research reported in this document was to explore the ways in which first year Journalism students at a South African University construct themselves as learners. The research adopted a case study approach of purposively selected first year journalism students. In exploring this area, focus group and individual in-depth interviewing were employed which illuminated important aspects of learner identity construction. In order to make sense of these self-constructions, the research was located in the larger debates on discourse as espoused by Michel Foucault who argues that discourse constructs subjectivities. The research demonstrated that there were various discourses at play which influenced how these learners spoke and behaved. The influence of these discourses on learners' experiences varied at different times of the year. For example, the awarding of the Duly Performed (DP) certificate for students who met the minimum attendance and work requirements of a particular course, the giving of tests, exercises and examinations were some of the technologies that 'forced' students into compliance. In terms of identity formation, the heterogeneous nature of 'being' a journalism 'student' revealed that the different discourses at play influenced learner behaviour and that their identities continued to change over the year. Doing additional subjects such as Sociology, Drama, Art History and others at the same time as Journalism and Media Studies also meant that the learners had to negotiate the differing role requirements.
- Full Text:
- Date Issued: 2015
A narrative study of students’ and staff’s experiences of living with HIV and AIDS at Rhodes University
- Authors: Tsope, Lindiwe
- Date: 2021-04
- Subjects: AIDS (Disease) -- South Africa -- Makhanda , HIV infections -- South Africa -- Makhanda , College students -- Health and hygiene -- South Africa -- Makhanda , Universities and colleges -- South Africa -- Makhanda -- Employees -- Health and hygiene , Stigma (Social psychology) , AIDS (Disease) -- Social aspects -- South Africa -- Makhanda , HIV infections -- Social aspects -- South Africa -- Makhanda , AIDS (Disease) -- Psychological aspects , HIV infections -- Psychological aspects , Health counseling -- South Africa -- Makhanda , Discourse analysis, Narrative
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/176894 , vital:42769 , 10.21504/10962/176894
- Description: A narrative study of students’ and staff’s experiences of living with HIV and AIDS at Rhodes University Research on HIV and AIDS in university settings, especially research exploring the experience of living with the disease, has been minimal. As a response to the knowledge and research gaps, this thesis is a qualitative study involving students and staff living with HIV (LWH) and accessing treatment (ART) at the Rhodes University Health Care Centre. This study explored the personal and social symbolisms as well as meanings attached to living with HIV, through in-depth interviews with ten students and staff living with HIV, all purposively sampled and recruited through the Rhodes University Health Care Centre. Using social constructionism, symbolic interactionism and the theory of biographical disruption, the narratives revealed a positive and inspirational side of living with HIV and AIDS – especially emphasizing that PLWHA do not have to surrender to the deadly narrative of the disease. It became evident that stigma, both internal and external, largely influences illness narratives. Furthermore, the study revealed the social reconstruction of life narratives both in order to understand the illness in terms of past social experiences and to reaffirm the impression that life has a course and the self has a purpose. All participants found that accessing treatment from the Rhodes University Health Care Centre positively influenced their experiences of adherence and reconstruction of narratives. The study indicates that HIV-related interventions in place at the university need to pay more attention to the psychosocial needs of PLWH, involvement of PWLH, as well as keeping up with the continuously changing global HIV narrative. The study argues for more attention to in-depth experiences and personal narratives in HIV and AIDS, and PLWHA education at Rhodes University. , Thesis (PhD) -- Humanities, Department of Sociology, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Tsope, Lindiwe
- Date: 2021-04
- Subjects: AIDS (Disease) -- South Africa -- Makhanda , HIV infections -- South Africa -- Makhanda , College students -- Health and hygiene -- South Africa -- Makhanda , Universities and colleges -- South Africa -- Makhanda -- Employees -- Health and hygiene , Stigma (Social psychology) , AIDS (Disease) -- Social aspects -- South Africa -- Makhanda , HIV infections -- Social aspects -- South Africa -- Makhanda , AIDS (Disease) -- Psychological aspects , HIV infections -- Psychological aspects , Health counseling -- South Africa -- Makhanda , Discourse analysis, Narrative
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/176894 , vital:42769 , 10.21504/10962/176894
- Description: A narrative study of students’ and staff’s experiences of living with HIV and AIDS at Rhodes University Research on HIV and AIDS in university settings, especially research exploring the experience of living with the disease, has been minimal. As a response to the knowledge and research gaps, this thesis is a qualitative study involving students and staff living with HIV (LWH) and accessing treatment (ART) at the Rhodes University Health Care Centre. This study explored the personal and social symbolisms as well as meanings attached to living with HIV, through in-depth interviews with ten students and staff living with HIV, all purposively sampled and recruited through the Rhodes University Health Care Centre. Using social constructionism, symbolic interactionism and the theory of biographical disruption, the narratives revealed a positive and inspirational side of living with HIV and AIDS – especially emphasizing that PLWHA do not have to surrender to the deadly narrative of the disease. It became evident that stigma, both internal and external, largely influences illness narratives. Furthermore, the study revealed the social reconstruction of life narratives both in order to understand the illness in terms of past social experiences and to reaffirm the impression that life has a course and the self has a purpose. All participants found that accessing treatment from the Rhodes University Health Care Centre positively influenced their experiences of adherence and reconstruction of narratives. The study indicates that HIV-related interventions in place at the university need to pay more attention to the psychosocial needs of PLWH, involvement of PWLH, as well as keeping up with the continuously changing global HIV narrative. The study argues for more attention to in-depth experiences and personal narratives in HIV and AIDS, and PLWHA education at Rhodes University. , Thesis (PhD) -- Humanities, Department of Sociology, 2021
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- Date Issued: 2021-04
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