Doksa en verwerkliking van leeridentiteitspraktyke van hoerskoolleerders in 'n landelike werkersklasdorp

Fillies, Henry ; Fataar, Aslam (2015-12)

CITATION: Fillies, H. & Fataar, A. 2015. Doksa en verwerkliking van leeridentiteitspraktyke van hoerskoolleerders in 'n landelike werkersklasdorp. LitNet Akademies, 12(3)728-755.

The original publication is available at http://www.litnet.co.za

Article

Hierdie artikel fokus op die aanpassings wat werkersklasleerders maak om hul leerpraktyke te bou. Die kernfokus is op aspekte van hoe die werkersklasleerders hul leeridentiteite in ’n spesifieke landelike werkersklasdorpskonteks konstrueer. Die navorsingsmateriaal vir hierdie artikel spruit uit ’n uitgebreide navorsingstudie oor die gekose leerders se leerpraktyke in ’n landelike werkersklasdorp in die Wes-Kaap. Gefokuste semigestruktureerde onderhoude was die belangrikste data-insamelingsinstrument vir die studie. Die artikel is gegrond op die stories van die leerders oor hul eie lewens. Ons bied insig in wat dit verg om ’n leerder in ’n landelike werkersklasdorp te wees. Die artikel bied veral begrip van hul produktiewe leeridentiteitspraktyke te midde van diepgewortelde armoede. Pierre Bourdieu se konsep doksa (“doxa”) dien as teoretiese lens vir die ontleding van hierdie praktyke. Wat ons aanvoer, is dat hul landelike geleefde konteks sentraal is tot die aard van hul leerpraktykvorming, meer spesifiek die manier waarop hulle hul doksa genereer en gebruik om dit aan die vorming van hul leerpraktyke te koppel.

This article concentrates on the adaptations that working-class learners make in order to develop and establish their learning practices. The key focus is on aspects of how these learners construct their learning identities in a specific rural town context in the Western Cape. The research material for the article is drawn from an extensive study of the learning practices and life stories of selected learners, focused semi-structured interviews, and ethnographic work in this rural working-class town. We were interested in how learners’ social-spatial dynamics influenced their doxa in their daily interaction with their social networks, popular discourses, peers, family, and other people in their immediate surroundings. The article specifically provides understanding about their productive learning practices amid deep-seated poverty. We argue that their “lived” rural context is central to their learning practice formation, especially in how they generate and use their doxa to produce these practices.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/102194
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