Southern African Rurality in Higher Education
SARiHEProjectOverviewFinalColloquium
29thMay2019,Johannesburg
SueTimmis,PatriciaMuhuro,KibbieNaidoo
Southern African Rurality in Higher Education
PRINCIPALINVESTIGATORS:
SUETIMMISUniversityofBristolTHEADEWETUniversityofJohannesburgBRENDALEIBOWITZ(2016-April2018)UniversityofJohannesburg
CO-INVESTIGATORS:
EMMANUELMGQWASHURhodesUniversity
PATRICIAMUHUROUniversityofFortHare
SHEILATRAHARUniversityofBristol
LISALUCASUniversityofBristol
GINAWISKERUniversityofBrighton
KIBBIENAIDOOUniversityofJohannesburg
TheSARiHEprojecthasinvestigatedhowstudentsnegotiatethetranstionfromschoolandhomeinruralcontextsto‘universitylearning’Afocusonivedspaces,practices,artefacts1.Howlearninginruralcontextshelpedorinhibitedstudents’negotiationofthetransitionintoandthroughhighereducation2.ChallengesforstudentsfromruralareasfacingHEcurriculawhichremainimbuedwithcolonialism3.Howcanwedevelopinclusiveandlivingcurricula,buildingontheexperiencesofallstudents,includingthosefromruralcontexts?
Southern African Rurality in Higher Education
• Socialencountersinwhichthepositionsofthosetakingpartmatter,theyaresociallyandculturallyorganisedandlocatedinparticulartimesandplaces.
• Historicalphenomena-shapedbyactivitiesofparticipants
• Howweactwhenencounteringandparticipatinginnew‘figuredworlds’givesrisetoandshapesouridentities
• Positionalidentities-‘day-to-dayandonthegroundrelationsofpower,deferenceandentitlement,socialaffiliationanddistance–withthesocial-interactional,social-relationalstructuresofthelivedworld’(p127).
• Figurativeidentities-‘thestories,actsandcharactersthatmaketheworldaculturalworld’(p127).
• Improvisation–theinterplayofhabitusandagency
Identityandagencyinfiguredworlds(Hollandetal,1998)
Allowsustoexploretheinfluencesoftheruralfiguredworldsuponthenewworldsofhighereducationandtheimprovisationsstudentsmake
Decolonisation versus decoloniality
• Decolonisation–‘acomplexlymutatingentity’(Mbembe,2016,32)
• Mgqwashu(2016)-grandnarratives,includingthatof“decolonisation”tendtosilence“localnarratives”.
• Decoloniality-dealingdecisivelywithcolonialvestigesinknowledgegenerationtraditionsandknowledgeitself,psychologicalenslavementandasenseofunworthinessengineeredformanycenturiesoverthecolonisedthroughcolonialinstitutionssuchasschoolsanduniversities
(Ndlovu-Gatsheni,2014).
Southern African Rurality in Higher Education
• ‘CentringKnowledgeinRelationtoPlace’–centretheknowledgeinthecurriculumbyfocusingthatwhichismostfamiliarorrelevanttopeople,..inthecaseofAfricans,AfricanKnowledge’.• ‘AnEcologyofKnowledges’-studentswouldberequiredtobecome‘multi-lingualthenmulti-epistemic’sothat‘studentswouldneedtobecomeproficientinarangeofknowledges,andhaveanappreciationoftheirpurposesandrelevance.• ‘DecolonisingKnowledgefromtheOutside’–studentsfromdifferentsociallocationscometogethertolearn–withsomeuncomfortablelearningexperiences.
Non-hegemonizingApproachestoKnowledge(Leibowitz,2017)
SouthernAfricanRuralityinHigherEducation
INSTITUTIONALCONTEXTCooper(2015)classificationofHEIinSouthAfrica• UniversityofJohannesburg
UrbancomprehensiveBalancedfocusonresearch,teachingandtechnology
• UniversityofFortHareRural,previouslydisadvantagedTeaching-led
• RhodesUniversityOnlyresearch–intensiveuniversityinaruralarea,Historicallywhiteuniversity,previouslyadvantaged
Southern African Rurality in Higher Education
• ‘Co-researchermodelofparticipation’ina‘communityofinquiry’(Timmis&Williams,2013)
• Participatoryresearch–isa‘decolonisingmode’(Bozalek,2011),asitavoidsadeficitpositioningofstudents.
• NarrativeInquiryprinciples• Unitofanalysis-practices
• Datagenerationwithco-researchers• Longitudinal(ApriltoDec2017)at3
sites(UJ,RhodesandFortHare)• Approx24studentsfromSTEMand
Humanitiesateachsite(72intotal)• Sevendatagenerationsessions
(plusexternalsettings)• Allco-researchersgivenanipad–
producingmulti-modalartefacts(Evernote)
• 2daycollaborativedataanalysisandpublishinginitiative
• DatagenerationwithAcademicsandSeniorManagers
Methodology
SouthernAfricanRuralityinHigherEducation
MethodologicalReflectionsonusingparticipatorymethodologyintheSARiHEProject
Sampling strategy
SouthernAfricanRuralityinHigherEducation ATTRIBUTESOFPARTICIPATORYMETHODOLOGY
MultimodalMethods
SouthernAfricanRuralityinHigherEducation
DATACOLLECTION
• Selectionofco-researchers–snowballsamplingusingthematrix(firstpresentation)• Purposivesampling–firstgenerationintouniversity,secondyearintheuniversity,STEMandHumanitiesdisciplines• Questionnairetodeterminesuitability
Southern African Rurality in Higher Education
WelcomingEvent(rulesof
engagement,ruralityis)
LearninginruralareasP1(iPads),formSARiHE
researchcommunity
Learninginruralareasp2(critical
incident)(collectionofartifacts)
Transitiontohighereducation
Learningatuniversity
LearningandValues Sharingdocumentaries
SouthernAfricanRuralityinHigherEducation DEALINGWITHCHALLENGESEXPEREINCED
• Differentinstitutionalcontexts(constraintandenabling)• Expertiseofco-investigators• Gainingentryanddifferingexpectations• UseofiPadsduringtheinitialdatagathering• Developingrapportandhandlingethics• Dedicatingtime
SouthernAfricanRuralityinHigherEducation LESSONSFORFUTURERESEARCHINSIMILARCONTEXTS
• Ruralstudentsarenothomogenous,neitherareuniversitycontexts-needtoadapt• Useofauniformdatagatheringguideoffsetsomecontextualchallenges–butbringsupothers• Multimodalresearchisidealtooffsetlanguagechallenges• Longitudinaldatacollectionisidealinenablingrapportandtrust
Southern African Rurality in Higher Education
TheSARiHEproject:KeyFindings
Southern African Rurality in Higher Education
Strengthsandopportunitiesfromrurallife• Responsibilityforareasofworkwithinthefamily
andcommunity.
• Livinginresource-constrainedenvironmentshelpstomanageresourceconstraintsinuniversitylife.
• Strongsupportfromsomemembersofthecommunitysuchasfamilymembers,principals,teachersandsiblings.
• Tasksandpracticestypicalofrurallife,suchascattleherding,mayprovideopportunitiestoacquireskillsthatcanbecarriedoverintoschoolingoruniversity.
• Morecommunalandgroup-orientedapproachesencourageacademicsuccessatschoolandatuniversity(butsometimesconflictwithuniversityethos-achallengeaswellasastrength).
Southern African Rurality in Higher Education
• Perceptionbyruralstudentsthattheyneedto‘adapt’,‘adjust’or‘fitit’,andformany,thetransitionfromruralareastoHEischallenging:
• ‘...itischallengingformepersonallybecauseIfeltlikeIwasnotaccommodatedasyouknow,achildfromtheruralareas,butatthesametimeuniversityisuniversity,lifemustgoon,youmustjusttrytofindawaytofitin.’(discussiongroup,R.U.,25March2017,F.)
• ‘Youhavetochangeandthecurriculumjuststaysthesame.’(discussiongroup,R.U.,2May2017,F).
• Otherco-researchersactivelyresistadaptation:‘Adaptingtothechangesmeanschangingmylifestyle-thatisclosetoimpossible.ThereisaXhosasayingthatgoes"ungamkhuphaumntuezilalinikodwaawunakuzikhuphaiilaliemntwini".ThismeansthateventhoughI'mnolongerintherurals,thevaluesIgottherecanneverbeerased.Theeducationsystemherepurposelyorotherwisefavoursthosewhogrewupinsuchprivilegedlifestylesandthatisofgreatdisadvantagetoruralstudents…’(GoogleDocs,R.U.,April2018,F.)
Negotiatingthetransitiontouniversity
Southern African Rurality in Higher Education
Becomingauniversitystudent• Outreachtosupportaccessintoruralschoolsandcommunitieswaspatchy
• Widespreadreportsoflackofaccesstotechnologyandwifiinfrastructureinruralareas
• Feelinginitiallypowerless–lossofagency• Poverty,crimeandpersonalsafety,inabilitytopayfees,residencefacilities,lackoffood
• Language/lackoffamiliaritywithEnglishasmediumofcommunicationatuniversity• Significantchallengeswithtechnologyatuniversity–deficitledsupportmodels• Lackofknowledge/experienceinpedagogicpractices,e.g.scientificexperiments,
equipment.• Perceptionthatnon-ruralstudentsaremoreadvanced-oftenafraidtoaskforhelpfor
fearofseeming‘stupid’• Perceptionofdifferentialtreatmentofblackandwhitestudentsbywhitelecturers
Southern African Rurality in Higher Education
‘…youknowwhattheDeansaidtosomepeopleatthebeginningoftheyearwhenyouwannatakeCompSci?“YoupeoplewilllikenottrytotakeCompSci…youdon’tevenknowhowtoswitchonthecomputer”…Yougetthere,theysay“designyourowngame”…’(discussiongroup,R.U.,1April2017).
Transitionsintonewworlds
‘IhadnophoneandIdidn’tevenknowinternetandgoogle,evenacomputer.IsawonewhenIwenttoapply[touniversity]...whenyougettotheinternetcafé,youaskstrangerstoassistyou.’(discussiongroup,R.U.,22July2017,F).‘I’mstudyingMicroBiologyandBiochemistryand..Youcometouniversityandlikeourpracticalsmostofthetimeweusethingslikemicroscopesandyouhaveneverseenamicroscopeinyourlifeandneverusedonebefore,andeveryoneissobusylikeyoudon’tknowwhattodo,youdon’tknowwhattotouch…..‘(discussiongroup,R.U.,25March2017).
Southern African Rurality in Higher Education
• Someruralstudentsinitiallysocialisedwithpeoplefromsimilarbackgroundswhospokethesamelanguages,andthentheyintegratedwithstudentsfromdifferentbackgroundsandraces.
• TheyjoinedarangeofsocietiesandgroupstoeasethetransitionfromruralareastoH.E.institutions.
• Digitaltechnologiesenableinformallearningpractices:
• ‘Learningatuniversityisnotaseasyasitwasbackinhighschool.Youcannotdoeverythingonyourownandneedthehelpofyourpeerseverynowandthen…myHumanPhysiologylaboratorygroupcreated[aWhatsAppgroup]sothatwecanhelpeachotherwithourwork...’(Evernote,U.J.,24August2017,F.)
Socialandtechnologicalresourcesdrawnupon
Southern African Rurality in Higher Education
• Importanceofrecognisinglearningasoccurringacrossvariouslivedspaces–thisresearchpointstotheimportanceofruralexperiences
• Howareruralstudentsmisrecognised?• Howcanwe,inHEopenupspacesfortherecoveryofagencyofruralstudentsandwhatmightthosespaceslooklike?
• Theexperiencesofruralstudentscanbegintomakeacontributiontoepistemicbecoming–butonlyiftheir‘largelyignoredstruggles’arelistenedto
• …andtheknowledgesandpracticesthattheybringtouniversityfromtheirruralareasareacknowledged,celebratedandintegratedintocurricula/structures
Positioning,identitiesandagency
Southern African Rurality in Higher Education
Southern African Rurality in Higher Education
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