'I Have Some Trauma Responses, but It's Not My Identity': Furthering Social Justice for Care Experienced and Estranged University Students

Autor/inn/en	Marvell, Rosa; Child, Samantha
Titel	'I Have Some Trauma Responses, but It's Not My Identity': Furthering Social Justice for Care Experienced and Estranged University Students
Quelle	In: International Studies in Sociology of Education, 32 (2023) 1, S.96-117 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2022.2145335
Schlagwörter	College Students; Interpersonal Relationship; Social Isolation; Alienation; Trauma; Social Justice; Student Experience; Equal Education; Well Being; Group Membership; Peer Relationship; College Role; Barriers; Learner Engagement; Educational Attainment; Disadvantaged; Foster Care; At Risk Students; Financial Problems + Suchen Sie Ihr Suchwort? Collegestudent; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Isolation; Entfremdung; Soziale Gerechtigkeit; Studienerfahrung; Well-being; Wellness; Wohlbefinden; Gruppenzugehörigkeit; Peer-Beziehungen; Bildungsabschluss; Bildungsgut; Pflegehilfe
Abstract	Care experienced and estranged students encounter profound material inequalities throughout their higher education journeys which demand our attention. However, cultural discriminations also pose problems. Both operate as social injustices which preclude them from being included, valued or seen as 'ideal' students, contributing towards inequitable outcomes. Drawing on feminist methodologies, this paper analyses 11 narratives of care experienced and estranged students at a post-1992 English university. This offers confirmatory evidence of material inequalities, including financial precarities and mismatched wellbeing provision. It also adds new insights into how such students are simultaneously subjected to processes of misrecognition. This includes being misinterpreted, disrespected or rendered invisible, excluding them from university lifeworlds and undermining a sense of belonging. Inspired by Nancy Fraser, the paper concludes that we must (continue to) tackle material exclusions alongside processes of misrecognition in order to further a social justice agenda for care experienced and estranged students in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01