{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/11494"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/11494","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"The exploration of a performative space to nurture EAL international students' writer identities at a South African university","abstract":"This study is located within the internalisation context at the University of Cape Town (UCT). As an internationalising university, UCT aims among other things to promote the ideals of 'Equity and Institutional culture' for all its students (UCT policy on internationalisation, 2009). The reality on the ground suggests that this may unwittingly reproduce the centre-periphery divide which characterises global knowledge transactions, within UCT's own institutional structures especially for students from developing African nations, the focus here being on Southern African Development Community (SADC) nations. The tension brought about at the institutional level may be partly due to the lack of specific support structures for international students, and partly due to the latter's misguided perceptions of the faculties' expectations. I argue that gradually, this tension begins to permeate students' texts, their production strategies and motivations.","abstract_html":"This study is located within the internalisation context at the University of Cape Town (UCT). As an internationalising university, UCT aims among other things to promote the ideals of 'Equity and Institutional culture' for all its students (UCT policy on internationalisation, 2009). The reality on the ground suggests that this may unwittingly reproduce the centre-periphery divide which characterises global knowledge transactions, within UCT's own institutional structures especially for students from developing African nations, the focus here being on Southern African Development Community (SADC) nations. The tension brought about at the institutional level may be partly due to the lack of specific support structures for international students, and partly due to the latter's misguided perceptions of the faculties' expectations. I argue that gradually, this tension begins to permeate students' texts, their production strategies and motivations.","abstract_has_math":false,"creators":["Hunma, Aditi"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Thesen, Lucia"],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-22T22:22:43Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/11494","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Thesen, Lucia"]},{"key":"dc:creator","label":"Author","values":["Hunma, Aditi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-01-05T18:54:58Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-01-05T18:54:58Z"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["PhD"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/11494"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes abstract.","Includes bibliographical references."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study is located within the internalisation context at the University of Cape Town (UCT). As an internationalising university, UCT aims among other things to promote the ideals of 'Equity and Institutional culture' for all its students (UCT policy on internationalisation, 2009). The reality on the ground suggests that this may unwittingly reproduce the centre-periphery divide which characterises global knowledge transactions, within UCT's own institutional structures especially for students from developing African nations, the focus here being on Southern African Development Community (SADC) nations. The tension brought about at the institutional level may be partly due to the lack of specific support structures for international students, and partly due to the latter's misguided perceptions of the faculties' expectations. 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The reality on the ground suggests that this may unwittingly reproduce the centre-periphery divide which characterises global knowledge transactions, within UCT's own institutional structures especially for students from developing African nations, the focus here being on Southern African Development Community (SADC) nations. The tension brought about at the institutional level may be partly due to the lack of specific support structures for international students, and partly due to the latter's misguided perceptions of the faculties' expectations. 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