Storying Students' Becomings into and through Higher Education

Autor/inn/en	Gravett, Karen; Winstone, Naomi E.
Titel	Storying Students' Becomings into and through Higher Education
Quelle	In: Studies in Higher Education, 46 (2021) 8, S.1578-1589 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gravett, Karen) ORCID (Winstone, Naomi E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1695112
Schlagwörter	Story Telling; Student Experience; Stereotypes; Student Adjustment; College Freshmen; Evaluation Methods; Student Attitudes; Study Habits + Suchen Sie Ihr Suchwort? Studienerfahrung; Klischee; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienanfänger; Schülerverhalten; Study behavior; Study behaviour; Studienverhalten
Abstract	This article employs a new approach to understanding student transition. This area of theory and practice has developed a huge global significance. However, transition as a concept is under-theorised, and a discourse that reiterates stereotypic narratives of students' normative and linear trajectories can be seen to permeate the field. Drawing on data collected using story completion methods, together with semi-structured interviews, we examine this stereotypic discourse that surrounds stories of transition. Our data suggest that this narrative exists in tension with a more nuanced picture: one that depicts the diversity, fluidity and complexity of students' lived experiences. In order to better understand these experiences, we employ a theoretical approach that conceptualises transitions as troublesome, as rhizomatic, and as becoming. We argue that this approach offers the potential to look beyond normative narratives that surround student transition, and to celebrate students' becomings in a more rich and generative way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01