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首页> 外文期刊>The Language Learning Journal >Disability, social inclusion and technological positioning in a South African higher education institution: Carmen's story
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Disability, social inclusion and technological positioning in a South African higher education institution: Carmen's story

机译：南非高等教育机构中的残疾，社会包容和技术定位：卡门的故事

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In South Africa, higher education policy documents propose technology and resource-based teaching and learning to prepare youth for the knowledge and information society, and for a socially transformed society. However, the extent to which these policies are being implemented is still uncertain. 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. I explore 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 discussions of positioning and self. Finally, I suggest implications that such a study might have for pedagogy, practice and policy in higher education institutions in South Africa.View full textDownload full textKeywordsRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09571736.2010.511783
机译：在南非，高等教育政策文件建议以技术和资源为基础的教学，以使青年为知识和信息社会以及向社会转型的社会做准备。但是，这些政策的实施程度仍不确定。本文报道了基于技术的英语课程，该课程结合了南非大学的面对面和在线授课模式。本文的目的是研究在有政策建议的情况下，一群有见识的参与者中唯一的盲人参与者如何定位自己并与大学的技术实践以及课程相关。内容包括对她在课程中如何建构自己的身份和协商含义的讨论。从后现代的观点探讨身份的建构，即稳定社会世界的旧身份正在衰落，产生了新的身份，并使现代个体分裂为统一的主体。当人们如何理解他们在世界上的关系，如何在时间和空间上建立这种关系以及人们如何理解未来的可能性时，我将探讨身份的观点。我还借鉴了关于定位和自我的讨论。最后，我建议这样的研究可能会对南非的高等教育机构的教学法，实践和政策产生影响。查看全文下载全文关键字相关的变量var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，service_compact：“ citeulike，netvibes， twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多“，发布：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/09571736.2010.511783

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