Affecting Advantage: Class Relations in Contemporary Higher Education

Autor/inn/en	Mulcahy, Dianne; Martinussen, Maree
Titel	Affecting Advantage: Class Relations in Contemporary Higher Education
Quelle	In: Critical Studies in Education, 64 (2023) 2, S.168-183 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulcahy, Dianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2022.2055595
Schlagwörter	Foreign Countries; Higher Education; Socioeconomic Status; Low Income Students; Power Structure; Advantaged; Student Experience; Graduate Students; Psychological Patterns; Social Class; Working Class; Affective Behavior; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Socio-economic status; Sozioökonomischer Status; Studienerfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Social classes; Soziale Klasse; Arbeiterklasse; Affective disturbance; Active behaviour; Affektive Störung; Australien
Abstract	This article explores the role of affect in addressing the advantage conventionally accorded to high socio-economic status (SES) in higher education (HE) and how this advantage plays out for students from low SES backgrounds. Positioned as the 'other' to an assumed norm, the capacities of these students can be considered the 'wrong' capacities, such that privilege prevails. Drawing on interview data from a project undertaken in Australia with female postgraduate students from low SES backgrounds, we bring a pluralised affective capacities approach to bear. We argue that thinking class (dis)advantage with affect has considerable political potential. Affect emerges as a key site through which the normative and transformative capacities of the classed subject emerge. Attuning to "affective dissonance," "responsivity" and "capacities," we challenge the advantage afforded high socio-economic status in HE. We demonstrate how a focus on affective relations creates more complex constructions of 'advantage' and disrupts deficit framings -- shifts the normative class positions on which HE relies and does so affirmatively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01