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Non-South African French-speaking students’ curriculum experiences in a community of practice at a private tertiary institution

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dc.contributor.advisor Gumbo, Mishack Thiza Adebanji, Charles Adedayo 2013-10-09T11:48:47Z 2013-10-09T11:48:47Z 2013-09
dc.identifier.citation Adebanji, Charles Adedayo (2013) Non-South African French-speaking students’ curriculum experiences in a community of practice at a private tertiary institution, University of South Africa, Pretoria, <> en
dc.description.abstract This research set out to explore the curriculum experiences of French-speaking students in a private tertiary education institution. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering methods included a blend of semistructured interviews, document analysis, participant observation and field notes. Data analysis employed content and thematic analyses. Findings that emerged from the study were seven-fold: First, the academic experiences of French-speaking students from pre-degree to third-year degree programme entailed a rigorous negotiation with the LoLT. They negotiated the pre-degree route to mainstream degree programme due to non-compliance with academic standards set for higher education. Second, French-speaking students negotiated the pre-degree route to mainstream degree programme because their curricula of study, while they negotiated secondary school education in French-speaking countries were not recognized by most South African public universities. Third, French-speaking students experienced a number of hidden curriculum experiences which were not visible but influenced the planned, enacted and assessed curricula. Fourth, the deportment of lecturers was a useful asset. Lecturers were sourced from different sociocultural perspectives of the world. The impact of lecturers’ deportment led to commitment to achieve excellence and dedication towards student learning. Fifth, the use of Zulu, Sotho and sporadic use of Afrikaans languages by lecturers became sociocultural experiences of French-speaking students. The impact of this was felt by French-speaking students when they took a longer time to negotiate transition from French-speaking to English-speaking. The rate at which white lecturers spoke and the unfamiliar accents of black South African lecturers became important aspects of experiences they negotiated at Montana College. Sixth, learning ensues when there is a hybridization of the three sociocultural factors namely language of communication, acculturation to the domain of influence and mediated identity. Seventh, it was found that power relations manifested themselves in different perspectives at Montana College. Lave and Wenger (1991) proposed that power relations exist in the field of education where teachers exercise their roles as facilitators of learning and students see that they are in possession of economic power, by virtue of the fact that they pay fees. Consequently the issues of power relations abound in the form of the “continuity-displacement contradictions” as suggested by Lave and Wenger (1991:115-116). Much new knowledge came to light, especially in terms of the three sociocultural factors (language, acculturation and identity). When these are in a state of redress, there is an emergent learning, depending on the extent of hybridization between the sociocultural factors. The magnitude of learning is conceptualized to depend on the extent of redress or hybridization among the sociocultural factors. en
dc.format.extent 1 online resource (xii, 477 leaves) : illustrations (some color) en
dc.language.iso en en
dc.rights University of South Africa en
dc.subject Academic performance en
dc.subject Academic Community of Practice en
dc.subject Communities of Practice en
dc.subject Continuity-displacement contradiction en
dc.subject Culture en
dc.subject Curriculum en
dc.subject Educational experience en
dc.subject French-speaking students en
dc.subject Hybridization en
dc.subject Legitimate Peripheral Participation en
dc.subject Sociocultural experience en
dc.subject.ddc 378.19826910968
dc.subject.lcsh Students, Foreign -- Education (Higher) -- South Africa -- Case studies en
dc.subject.lcsh Education, Higher -- Curricula -- South Africa -- Case studies en
dc.title Non-South African French-speaking students’ curriculum experiences in a community of practice at a private tertiary institution en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en D. Ed. (Curriculum Studies)

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