Rethinking "Disadvantage" in Higher Education: A Paradigmatic Case Study Using Narrative Analysis

Autor/inn/en	Marshall, Delia; Case, Jennifer
Titel	Rethinking "Disadvantage" in Higher Education: A Paradigmatic Case Study Using Narrative Analysis
Quelle	In: Studies in Higher Education, 35 (2010) 5, S.491-504 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Higher Education; Coping; Socioeconomic Background; Models; Interviews; Engineering Education; College Students; Foreign Countries; Disadvantaged; Evaluation Methods; Learning Strategies; Educational Research; Curriculum; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bewältigung; Sozioökonomische Lage; Analogiemodell; Interviewing; Interviewtechnik; Ingenieurausbildung; Collegestudent; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungsforschung; Pädagogische Forschung; Curricula; Lehrplan; Rahmenplan; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article explores the use of narrative analysis to provide a methodology for student learning research with a sociocultural orientation. The narrative which is the primary focus of this article is drawn from a study in which a series of individual interviews was conducted with a class of senior engineering students. The interview with a particular student emerged as a "paradigmatic" case, in that it represented a rich example of student success against a background of disadvantage. The analysis presented in the article leads to a questioning of some of the commonly held views on disadvantage in higher education. It is argued that the coping strategies developed in a "disadvantaged" social background could form useful resources for succeeding in higher education, and that the construction of identity could be crucial for mobilising these resources. Questions are consequently raised about the extent to which these aspects of personal growth are supported by the formal curriculum and the professional workplace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10