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This open access book offers a unique and refreshing view on
working with social theory in higher education. Using engaging
first-person accounts coupled with critical intellectual analysis,
the authors demonstrate how theory is grappled with as part of an
ongoing practice rather than a momentary disembodied encounter. In
a structure that creates a space for relational dialogue, each
chapter is followed by a response from another author,
demonstrating the varied interpretive possibilities of social
theory. Collectively the authors invite the reader to engage with
them in questioning the usefulness of social theory in higher
education teaching and research, in considering its possibilities
and limits, and in experiencing the opportunity it offers to
understand ourselves and our work differently. Written in a way
that is scholarly yet accessible, the contributors explore how
social theories can be used to think through issues that are
emerging as key social and political concerns in higher education
and beyond. The book will be of interest to advanced
undergraduates, postgraduates, and early-career academics, as well
as established scholars.
This open access book offers a unique and refreshing view on
working with social theory in higher education. Using engaging
first-person accounts coupled with critical intellectual analysis,
the authors demonstrate how theory is grappled with as part of an
ongoing practice rather than a momentary disembodied encounter. In
a structure that creates a space for relational dialogue, each
chapter is followed by a response from another author,
demonstrating the varied interpretive possibilities of social
theory. Collectively the authors invite the reader to engage with
them in questioning the usefulness of social theory in higher
education teaching and research, in considering its possibilities
and limits, and in experiencing the opportunity it offers to
understand ourselves and our work differently. Written in a way
that is scholarly yet accessible, the contributors explore how
social theories can be used to think through issues that are
emerging as key social and political concerns in higher education
and beyond. The book will be of interest to advanced
undergraduates, postgraduates, and early-career academics, as well
as established scholars.
Over the past few decades universities have opened their doors to
students whose parents and grandparents were historically excluded
from societal participation and higher education for reasons
associated with racial, ethnic, socio-economic and/or linguistic
diversity. Many of these students are first generation - or first
in their family to attend university. While some progress has been
made in responding to the needs of these internationally
underserved learners, many challenges remain. This edited book
features the unique and diverse experiences of first generation
students as they transition into and engage with higher education
whilst exploring ways in which universities might better serve
these students. With reference to culturally responsive and
sustaining research methodologies undertaken in Australia, Canada,
New Zealand, South Africa, the UK and the USA, the contributors
critically examine how these students demonstrate resilience within
university, and ways in which success and challenges are
articulated. Elements that are unique to context and shared across
the international higher education milieu are explored. The book is
replete with diverse student voices, and compelling implications
for practice and future research. The studies featured are centred
on underlying theories of identity and intersectionality while
valuing student voices and experiences. Throughout, the emphasis is
on using strengths-based indigenous and decolonised methodologies.
Through these culturally sustaining approaches, which include
critical incident technique, participatory learning and action,
talanoa and narrative inquiry, the book explores rich data on first
generation student experiences at seven institutions in six
countries across four continents.
Over the past few decades universities have opened their doors to
students whose parents and grandparents were historically excluded
from societal participation and higher education for reasons
associated with racial, ethnic, socio-economic and/or linguistic
diversity. Many of these students are first generation - or first
in their family to attend university. While some progress has been
made in responding to the needs of these internationally
underserved learners, many challenges remain. This edited book
features the unique and diverse experiences of first generation
students as they transition into and engage with higher education
whilst exploring ways in which universities might better serve
these students. With reference to culturally responsive and
sustaining research methodologies undertaken in Australia, Canada,
New Zealand, South Africa, the UK and the USA, the contributors
critically examine how these students demonstrate resilience within
university, and ways in which success and challenges are
articulated. Elements that are unique to context and shared across
the international higher education milieu are explored. The book is
replete with diverse student voices, and compelling implications
for practice and future research. The studies featured are centred
on underlying theories of identity and intersectionality while
valuing student voices and experiences. Throughout, the emphasis is
on using strengths-based indigenous and decolonised methodologies.
Through these culturally sustaining approaches, which include
critical incident technique, participatory learning and action,
talanoa and narrative inquiry, the book explores rich data on first
generation student experiences at seven institutions in six
countries across four continents.
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