The habitus of digital "strangers" in higher education

Abstract

Research into South African students’ digitally mediated learning and social practices revealed a subgroup termed “digital strangers,” students lacking both experience and opportunities, who had barely used a computer and who did not have easy access to technology off campus. Using a Bourdieun framework, this group’s technological habitus and access to capital were considered within the field of higher education. There was a focus on two forms of cultural capital: embodied cultural capital, specifically disposition and values; and objectified cultural capital especially computers and cell phones. Social capital—in terms of personal connections and the values of those close to the students—was also considered. The investigation showed a complex technological habitus, with a paucity of access and limited practices in relation to computers, while computers and their associated practices are highly valued within higher education Simultaneously, diverse practices and widespread indications of astute use of cell phones were described even though these remained under-acknowledged both by the students and the institutions inwhich they operated. Students recognisedwhat the field of higher education valued, but they also used what they had available in order to best operate within the field.The findings point to a contradiction between students’ practices and the field of higher education yet also show how student practices with an alternative form of objectified capital are pushing the boundaries of the field itself.