Ties that bind: the ambiguous role played by social capital in black working class first-generation South African students’ negotiation of university life
- Vincent, Louise, Hlatshwayo, M
- Authors: Vincent, Louise , Hlatshwayo, M
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141722 , vital:37999 , DOI: 10.20853/32-3-2538
- Description: In this article we examine the ambiguous role that social capital plays in first generation Black working class South African students’ negotiation of entry into an elite higher education institutional environment. First generation student experiences have a particular relevance in South Africa where student enrolment increased by 193 000 between 1993 and 2004, with many of the new entrants first-generation students. South African research on first-generation working class Black students has focused on the low proportion of these students who reach university at all and among those who do enter university, the significant number who perform poorly or drop out before completing their degrees. The role played by social capital (social networks, close friends, associations, clubs and other affiliations) in these students’ experiences of negotiating their entry into university has been little explored.
- Full Text:
- Authors: Vincent, Louise , Hlatshwayo, M
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141722 , vital:37999 , DOI: 10.20853/32-3-2538
- Description: In this article we examine the ambiguous role that social capital plays in first generation Black working class South African students’ negotiation of entry into an elite higher education institutional environment. First generation student experiences have a particular relevance in South Africa where student enrolment increased by 193 000 between 1993 and 2004, with many of the new entrants first-generation students. South African research on first-generation working class Black students has focused on the low proportion of these students who reach university at all and among those who do enter university, the significant number who perform poorly or drop out before completing their degrees. The role played by social capital (social networks, close friends, associations, clubs and other affiliations) in these students’ experiences of negotiating their entry into university has been little explored.
- Full Text:
Introducing a Critical Pedagogy of Sexual and Reproductive Citizenship: Extending the ‘Framework of Thick Desire'
- Macleod, Catriona I, Vincent, Louise
- Authors: Macleod, Catriona I , Vincent, Louise
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434411 , vital:73056 , ISBN 978-1-4899-8025-0 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780203069141-7/introducing-critical-pedagogy-sexual-reproductive-citizenship-catriona-macleod-louise-vincent
- Description: In Michelle Fine’s influential 1988 paper,‘Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire’, she examined the “desires, fears, and fantasies”(p. 30) shaping responses to sex education in the United States in the 1980s. Fine’s work encouraged a ‘turn to pleasure’in sexuality education research. This work focused on and critiqued Fine’s idea, elaborated below, of a ‘missing discourse of desire’in the education of young people and of young women in particular (see for instance Allen, 2004, 2005; Connell, 2005; Rasmussen, 2004, 2012; Tolman, 1994; Vance, 1993). Less taken up, however, was a second major thread in Fine’s 1988 paper, namely the ‘absence of entitlement’in which she argued that not only the absence of a discourse of desire but also the absence of “viable life options” for young women combined to produce their vulnerability (Fine, 1988, p. 49). Almost twenty years later, in a 2006 article, Fine, with Sara McClelland, revisited the missing discourse of desire, this time in the context of an educational crusade in the United States advocating Abstinence Only Until Marriage (AOUM) approaches to sexuality education.
- Full Text:
- Authors: Macleod, Catriona I , Vincent, Louise
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434411 , vital:73056 , ISBN 978-1-4899-8025-0 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780203069141-7/introducing-critical-pedagogy-sexual-reproductive-citizenship-catriona-macleod-louise-vincent
- Description: In Michelle Fine’s influential 1988 paper,‘Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire’, she examined the “desires, fears, and fantasies”(p. 30) shaping responses to sex education in the United States in the 1980s. Fine’s work encouraged a ‘turn to pleasure’in sexuality education research. This work focused on and critiqued Fine’s idea, elaborated below, of a ‘missing discourse of desire’in the education of young people and of young women in particular (see for instance Allen, 2004, 2005; Connell, 2005; Rasmussen, 2004, 2012; Tolman, 1994; Vance, 1993). Less taken up, however, was a second major thread in Fine’s 1988 paper, namely the ‘absence of entitlement’in which she argued that not only the absence of a discourse of desire but also the absence of “viable life options” for young women combined to produce their vulnerability (Fine, 1988, p. 49). Almost twenty years later, in a 2006 article, Fine, with Sara McClelland, revisited the missing discourse of desire, this time in the context of an educational crusade in the United States advocating Abstinence Only Until Marriage (AOUM) approaches to sexuality education.
- Full Text:
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