000			02131nam a22002537a 4500
003			ZW-GwMSU
005			20210505145643.0
008			210505b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100	1		_aAgherdien Najma _eauthor
245	1	0	_aThe challenges of establishing social learning spaces at a Johannesburg university student residence:Student views/ _cCreated by Agherdien Najma
264			_aPretoria; _bUnisa Press and Routledge, _c2016.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 13 , number 2 ,
520			_aThis article reports on two cycles of a Participatory Action Research (PAR) study on student experiences of the process of establishing social learning spaces in a Johannesburg university student residence. We draw on Wenger’s (2009) notion of ‘social learning spaces’ to explore the manner in which students mediate their social and institutional identity, expose power imbalances in terms of decision-making and determine influences on their learning. We argue that learning is facilitated by social engagement and suggest that the conceptualisation and implementation of social learning spaces, although a complex and protracted process, is valuable for students’ social and academic development, particularly in a residence environment. Data were collected via semi-structured interviews, analysed using content analysis, and interpreted through a Cultural Historical Activity Theory (CHAT) lens. The findings point to the complexity of establishing social learning spaces (SLS) in a student residence environment with students experiencing multiple tensions in the process, including struggles with collaborative learning, difficulties in developing agency and the challenges of traversing power relations.
650	4		_aCommunities of practice
650	4		_aCultural historical activity theory(CHAT)
650	4		_aFirst-year experience
700	1		_aPeterson Nadine _eauthor
856			_uhttps://doi.org/10.1080/18146627.2016.1224099
942			_2lcc _cJA
999			_c156990 _d156990