Recognising the authoritative de/legitimising power of education systems, this paper contributes to studies concerned with the ways in which new entrants to higher education experience the positioning of their inherited identities as they negotiate their transition to campus life. The findings emerged during a broader psychosocial study of the transitions of seven first-generation students at a technical university in South Africa. The nature of their self-positioning was explored through an analysis of the positioning statements they articulated during photo-elicitation interviews. The university was positioned as a powerful institution, with conditions for both opportunity and alienation. Participants strongly identified with the professional community of practice in Art and Design. However, in relation to the urban campus context, the majority of participants positioned aspects of their home communities as deficit. A case is made for creating conducive conditions that enable self-reflection on students’ transitional experiences and develop collective critical consciousness.

中文翻译：

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在校园中建立抵御能力的家园：第一代学生就南非高等教育的无力/充分条件进行谈判

认识到教育系统权威的去合法性，本文致力于有关高等教育新进入者在谈判过渡到校园生活时体验其继承身份的方式的研究。这项发现是在南非一所技术大学对七名第一代学生过渡的更广泛的社会心理研究中得出的。通过对他们在照像访谈中表达的定位陈述进行分析，探索了他们自我定位的本质。该大学被定位为一个强大的机构，既有机会也有疏远的条件。参加者强烈认同艺术和设计专业实践社区。但是，相对于城市校园而言，大多数参与者将其家庭社区的某些方面定位为赤字。为创造有利条件创造条件，使学生能够反思学生的过渡经历并发展集体批判意识。