Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention - Couverture rigide
Livre 1 sur 5: Understanding Student Experiences of Higher Education
Synopsis
A qualitative longitudinal lens on the issues of access, persistence and retention in higher education.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
À propos des auteurs
Bongi Bangeni is Senior Lecturer in the Centre for Higher Education Development, University of Cape Town, South Africa, and is a Mandela Fellow at the Hutchins Center for African & African American Research, Harvard University, USA.
Rochelle Kapp is an Associate Professor in the School of Education at the University of Cape Town, South Africa.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention (Understanding Student Experiences of Higher Education) [Hardcover] Bangeni, Bongi; Kapp, Rochelle; Klemencic, Manja and Ashwin, Paul
Edité par
Bloomsbury Academic, 2017
ISBN 10 : 1350000191
ISBN 13 : 9781350000193
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Hardcover. Etat : As New. Never read, no marks or highlights in the text. Our copy is a new hardback with printed covers (no dust jacket) showing light shelfwear. N° de réf. du vendeur 18-1120-037-59
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Negotiating Learning and Identity in Higher Education : Access, Persistence and Retention
Edité par
Bloomsbury Academic, 2017
ISBN 10 : 1350000191
ISBN 13 : 9781350000193
Neuf
Couverture rigide
Vendeur : GreatBookPrices, Columbia, MD, Etats-Unis
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Etat : New. N° de réf. du vendeur 28770861-n
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Negotiating Learning and Identity in Higher Education
Edité par
Bloomsbury Publishing (UK), 2017
ISBN 10 : 1350000191
ISBN 13 : 9781350000193
Neuf
Couverture rigide
Vendeur : PBShop.store US, Wood Dale, IL, Etats-Unis
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HRD. Etat : New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. N° de réf. du vendeur L1-9781350000193
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Negotiating Learning and Identity in Higher Education
Edité par
Bloomsbury Publishing (UK), 2017
ISBN 10 : 1350000191
ISBN 13 : 9781350000193
Neuf
Couverture rigide
Vendeur : PBShop.store UK, Fairford, GLOS, Royaume-Uni
Évaluation du vendeur 5 sur 5 étoiles
HRD. Etat : New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. N° de réf. du vendeur L1-9781350000193
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Image d'archives
Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention (Understanding Student Experiences of Higher Education)
Edité par
Bloomsbury Academic, 2017
ISBN 10 : 1350000191
ISBN 13 : 9781350000193
Neuf
Couverture rigide
Vendeur : Ria Christie Collections, Uxbridge, Royaume-Uni
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Etat : New. In. N° de réf. du vendeur ria9781350000193_new
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Image d'archives
Negotiating Learning and Identity in Higher Education : Access, Persistence and Retention
Edité par
Bloomsbury Academic, 2017
ISBN 10 : 1350000191
ISBN 13 : 9781350000193
Neuf
Couverture rigide
Vendeur : GreatBookPricesUK, Woodford Green, Royaume-Uni
Évaluation du vendeur 5 sur 5 étoiles
Etat : New. N° de réf. du vendeur 28770861-n
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Image d'archives
Negotiating Learning and Identity in Higher Education : Access, Persistence and Retention
Edité par
Bloomsbury Academic, 2017
ISBN 10 : 1350000191
ISBN 13 : 9781350000193
Ancien ou d'occasion
Couverture rigide
Vendeur : GreatBookPrices, Columbia, MD, Etats-Unis
Évaluation du vendeur 5 sur 5 étoiles
Etat : As New. Unread book in perfect condition. N° de réf. du vendeur 28770861
Acheter D'occasion
EUR 180,25
Expédition à EUR 2,27
Expédition nationale : Etats-Unis
Expédition nationale : Etats-Unis
Quantité disponible : Plus de 20 disponibles
Image d'archives
Negotiating Learning and Identity in Higher Education : Access, Persistence and Retention
Edité par
Bloomsbury Academic, 2017
ISBN 10 : 1350000191
ISBN 13 : 9781350000193
Ancien ou d'occasion
Couverture rigide
Vendeur : GreatBookPricesUK, Woodford Green, Royaume-Uni
Évaluation du vendeur 5 sur 5 étoiles
Etat : As New. Unread book in perfect condition. N° de réf. du vendeur 28770861
Acheter D'occasion
EUR 181,46
Expédition à EUR 17,35
Expédition depuis Royaume-Uni vers Etats-Unis
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Negotiating Learning and Identity in Higher Education (Hardcover)
Edité par
Bloomsbury Publishing PLC, London, 2017
ISBN 10 : 1350000191
ISBN 13 : 9781350000193
Neuf
Couverture rigide
Vendeur : Grand Eagle Retail, Bensenville, IL, Etats-Unis
Évaluation du vendeur 5 sur 5 étoiles
Hardcover. Etat : new. Hardcover. While access to higher education has increased globally, student retention has become a major challenge. This book analyses various aspects of the learning pathways of black students from a range of disciplinary backgrounds at a relatively elite, English-medium, historically white South African university. The students are part of a generation of young black people who have grown up in the new South Africa and are gaining access to higher education in unprecedented numbers. Based on two longitudinal case studies, Negotiating Learning and Identity in Higher Education makes a contribution to the debates about how to facilitate access and graduation of working-class students. The longitudinal perspective enabled the students participating in the research to reflect on their transition to university and the stumbling blocks they encountered in their senior years. The contributors show that the school-to-university transition is not linear or universal. Students had to negotiate multiple transitions at various times and both resist and absorb institutional, disciplinary and home discourses. The book describes and analyses the students' ambivalence as they straddle often conflicting discourses within their disciplines; within the institution; between home and the institution, and as they occupy multiple subject positions that are related to the boundaries of place and time. Each chapter also describes the ways in which the institution supports and/or hinders students progress, explores the implications of its findings for models of support and addresses the issue of what constitutes meaningful access to institutional and disciplinary discourses. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9781350000193
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EUR 215,24
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Negotiating Learning and Identity in Higher Education (Hardcover)
Edité par
Bloomsbury Publishing PLC, London, 2017
ISBN 10 : 1350000191
ISBN 13 : 9781350000193
Neuf
Couverture rigide
Vendeur : CitiRetail, Stevenage, Royaume-Uni
Évaluation du vendeur 5 sur 5 étoiles
Hardcover. Etat : new. Hardcover. While access to higher education has increased globally, student retention has become a major challenge. This book analyses various aspects of the learning pathways of black students from a range of disciplinary backgrounds at a relatively elite, English-medium, historically white South African university. The students are part of a generation of young black people who have grown up in the new South Africa and are gaining access to higher education in unprecedented numbers. Based on two longitudinal case studies, Negotiating Learning and Identity in Higher Education makes a contribution to the debates about how to facilitate access and graduation of working-class students. The longitudinal perspective enabled the students participating in the research to reflect on their transition to university and the stumbling blocks they encountered in their senior years. The contributors show that the school-to-university transition is not linear or universal. Students had to negotiate multiple transitions at various times and both resist and absorb institutional, disciplinary and home discourses. The book describes and analyses the students' ambivalence as they straddle often conflicting discourses within their disciplines; within the institution; between home and the institution, and as they occupy multiple subject positions that are related to the boundaries of place and time. Each chapter also describes the ways in which the institution supports and/or hinders students progress, explores the implications of its findings for models of support and addresses the issue of what constitutes meaningful access to institutional and disciplinary discourses. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. N° de réf. du vendeur 9781350000193
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Expédition à EUR 42,80
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