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Title:
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THE INFLUENCE OF THE RECONTEXTUALISATION OF GLOBALISATION DISCOURSES ON HIGHER EDUCATION STUDENTS TECHNOLOGICAL IDENTITIES |
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Author(s):
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Cheryl Brown |
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ISBN:
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978-972-8939-36-6 |
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Editors:
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Gunilla Bradley, Diane Whitehouse and Gurmit Singh |
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Year:
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2011 |
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Edition:
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Single |
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Keywords:
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Globalisation Discourse, Information Society, Higher education students, Identity |
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Type:
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Full Paper |
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First Page:
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73 |
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Last Page:
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80 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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South African university students are on the frontline of a global world. Whether they are attending university in the rural Eastern Cape or urban Johannesburg, the social practice of using Information and Communication Technologies (ICTs) has enabled virtual global mobility. The internet has opened up an opportunity for them to easily cross beyond the borders of South Africa and become part of an experience in another part of the world whilst the cell phone has facilitated this mobility anytime any place. This research confirms that the majority of students regard ICTs as necessary, important and valuable to life. However it reveals that some students perceive themselves as not being able to participate in the opportunities technology could offer them. Because of their life circumstances and lack of personal ability they feel its either something thats just not for their type of people or something thats not within their grasp. Using Gees notion of big D/ little d D(d)iscourses (1996) I analyse students technological Discourses and the role this has in how they engage with and within this digital environment. I focus on two of the more dominant Discourses identified namely; Globalisation and Deterministic Discourses and examine who or what is constructing/ sustaining these discourses at a macro level and what possibilities/ opportunities are created or limited for students by these Discourses. This analysis provides insights into students educational and social identities and the position of globalisation and the information society in both facilitating and constraining students participation and future opportunities. In contrast to government rhetoric, I position ICTs not as the answer but as part of the problem and challenge us to consider those students who feel like outsiders and consider ways of better meeting their needs. |
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