Perceptions of being a learner: an investigation into how first year Journalism students at a South African university construct themselves as learners

Abstract

The aim of the research reported in this document was to explore the ways in which first year Journalism students at a South African University construct themselves as learners. The research adopted a case study approach of purposively selected first year journalism students. In exploring this area, focus group and individual in-depth interviewing were employed which illuminated important aspects of learner identity construction. In order to make sense of these self-constructions, the research was located in the larger debates on discourse as espoused by Michel Foucault who argues that discourse constructs subjectivities. The research demonstrated that there were various discourses at play which influenced how these learners spoke and behaved. The influence of these discourses on learners' experiences varied at different times of the year. For example, the awarding of the Duly Performed (DP) certificate for students who met the minimum attendance and work requirements of a particular course, the giving of tests, exercises and examinations were some of the technologies that 'forced' students into compliance. In terms of identity formation, the heterogeneous nature of 'being' a journalism 'student' revealed that the different discourses at play influenced learner behaviour and that their identities continued to change over the year. Doing additional subjects such as Sociology, Drama, Art History and others at the same time as Journalism and Media Studies also meant that the learners had to negotiate the differing role requirements.