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191110 r ||| eng |
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|a LA1538
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|a Cross, Michael
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|a Steering epistemic access in higher education in South Africa
|h Elektronische Ressource
|b institutional dilemmas
|c Michael Cross
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| 246 |
3 |
1 |
|a South-South Program
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| 250 |
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|a First edition
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| 260 |
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|a Buenos Aires
|b CLACSO
|c 2018, 2018
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| 300 |
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|a 1 online resource
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|a Introduction -- Explaining higher education access in South Africa : a conceptual framework -- Student access and academic achievement in higher education in South Africa : emerging discourses -- Revisiting the pedagogy of academic and normative induction in high performance universities in South Africa -- The official field : negotiating a moral code -- The pedagogic field. Positioning oneself within a high performance -- The pedagogic environment : positioning oneself within a high performance pedagogical environment from a condition of marginalization -- The social field : negotiating shared space and shared meaning -- Pulling it together
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| 505 |
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|a Includes bibliographical references
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|a South Africa / fast
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b ZDB-39-JOA
|a JSTOR Open Access Books
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| 490 |
0 |
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|a Serie Estudios e investigaciones
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| 776 |
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|z 9877223287
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| 776 |
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|z 9789877223286
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| 856 |
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|u https://www.jstor.org/stable/10.2307/j.ctvn96g5c
|x Verlag
|3 Volltext
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|a 378.68
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| 520 |
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|a This book utilises a broadly critical cultural approach to explain access and retention. In recent years, the use of cultural approaches has made a significant contribution to how we understand societies and particularly social institutions undergoing transition. The impact of these approaches is evident in the social sciences and in interdisciplinary fields such as education, where different dimensions and perspectives within respective cultural approaches have been applied to a variety of topics
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