Learn Conference, Barcelona (July 2009) : Negotiating challenges and constructing digital identities : suggestions for pedagogy and practice

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dc.contributor.author Kajee, Leila
dc.date.accessioned 2012-07-30T10:11:59Z
dc.date.available 2012-07-30T10:11:59Z
dc.date.issued 2009
dc.identifier.citation 16th International Conference on Learning, Spain, 1-4 July 2009 en_US
dc.identifier.isbn 1447-9494
dc.identifier.uri http://hdl.handle.net/10210/5315
dc.description.abstract This article reports on a technology-based English course that incorporates face-to-face and online modes of delivery at a South African university. The aim of the paper is to examine how the only blind participant among a group of sighted participants positions herself and engages with the technological practices of the university, as well as the course, given the recommendations of the policies. Included is a discussion of how she constructs her identity and negotiates meaning in the course. The construction of identity is explored from a post-modern view that old identities, which stabilised the social world are in decline, giving rise to new identities and fragmenting the modern individual as a unified subject (Hall, 1992). I explore Norton (Pierce's)' (1995,1997,2000) views of identity as how people understand their relationship in the world, how that relationship is constructed across time and space, and how people understand their possibilities for the future. I also draw on Davies and Harre's (1990) discussion of positioning and self. Finally, I suggest implications such a study might have for pedagogy, practice, and policy in higher education institutions in South Africa. en_US
dc.language.iso en en_US
dc.publisher Common Ground en_US
dc.rights Common Ground, 2009 en_US
dc.subject Students with visual disabilities en_US
dc.subject Blind students en_US
dc.title Learn Conference, Barcelona (July 2009) : Negotiating challenges and constructing digital identities : suggestions for pedagogy and practice en_US
dc.type Article en_US

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