Abstract
Ph.D. (Education)
This case study investigated the conceptualisation and implementation of social learning spaces (SLS) in a University of Johannesburg student residence. The literature base I drew on included ideas, concepts and constructs associated with learning communities [where the terms ‘SLS’ and ‘learning communities’ (LCs) are often used interchangeably], Wenger’s communities of practice, the First Year Experience (FYE), university student residence life and transformation in higher education. Cultural historical activity theory (CHAT) as provided by Engeström and critical theory served as theoretical frameworks to guide the study. I used CHAT as a theoretical lens and as a tool of analysis. In addition, I used content analysis to analyse the data.
The main findings of this study show that, despite numerous efforts to get them to articulate their concerns, students found voice only in the SLS groups. Their sociocultural and historical backgrounds shaped how they interacted with residence management and prevented them from becoming more active in their own learning.
Residence management and students’ lack of addressing matters of concern prevented the optimal development of SLS establishment. The established hegemonic practices of residence management further prevented them from recognising the need for new learning tools, spaces and practices. Major constraints to the development of SLS included the hierarchical and power-laden setting in the university environment, coupled with clearly established roles and responsibilities, and students’ as well as residence advisors’ lack of agency. Specific intervention and conscious creation was needed in establishing SLS. Some students found the conceptualisation and implementation of SLS vague at first and somewhat problematic, but over time, managed to apply what they had learned in these SLS spaces ...