Spaces of inclusion and belonging: The learning imaginaries of doctoral students in a multi-campus and distance university

Carvalho, Lucila; Freeman, Cristina Garduño; Kearney, Alison; Mentis, Mandia; Martínez-Maldonado, Roberto

doi:10.14742/ajet.4483

Cited by 7 publications

(7 citation statements)

References 22 publications

(23 reference statements)

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“…Shifting from the inclusive-focused perspective to an exclusivefocused one, we turn to the explanatory power of exclusion and to distinctive practices in academia, in particular. Academia follows its own dynamics and rules of exclusion and sense of belonging (Ahn & Davis, 2020;Carvalho et al, 2018;van Gijn-Grosvenor & Huisman, 2020). In contrast to the embeddedness and acceptance of belonging, exclusion is based on, and repeatedly established through, a difficulty in 'mastering' or 'knowing how to play the game' of the (academic) field (Bourdieu, 1977(Bourdieu, , 1988Grenfell & James, 2004;Vollaard, 2011).…”

Section: Belonging and Exclusion In The Academic Communitymentioning

confidence: 99%

Places and mechanisms of belonging and exclusion: Intra‐EU academic migration in a comparative perspective

Schäfer,

Schittenhelm,

El Dali

2023

Population Space and Place

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Intra‐EU doctoral migrants are doubly privileged: as EU citizens they enjoy free movement rights and as academics their intra‐EU mobility is promoted by the EU's measures to establish a European Research Area. This paper takes a closer look at these favourable conditions by examining intra‐EU mobile doctoral academics in different places. To understand the experiences of migrating into academic spheres abroad and being on the threshold of entering the academic workforce, our theoretical approach brings together theories of distinctive practices resulting in exclusion and theories of belonging. We consider the knowledge resources, including language abilities, that are required for the doctoral migrants' inclusion in the academic workforce abroad by using a comparative view on places. Our empirical analysis focuses on graduates in the social sciences and humanities who moved from Germany to France or the Netherlands during their educational trajectories. Suggesting a place‐based comparative approach, we contribute to the debates about barriers to intra‐EU academic migration. We explain (i) place‐specific obstacles due to differing understandings of ‘appropriate’ knowledge and language abilities in higher education that affect social and academic life and (ii) how these barriers result in the doctoral migrants being in‐ and excluded in academic environments abroad.

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Section: Belonging and Exclusion In The Academic Communitymentioning

confidence: 99%

Places and mechanisms of belonging and exclusion: Intra‐EU academic migration in a comparative perspective

Schäfer,

Schittenhelm,

El Dali

2023

Population Space and Place

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“…In this respect, space is a domain in which an intricate series of encounters occur and recur over time. Carvalho et al (2018) contend that there is "a sense of intimacy and identity connected to place, and this social/spatial blurring is essential, offering a certain slipperiness to the notion of place, which allows us to carry its use over to non-physical spaces" (p. 43). Place then, becomes space when there is a sense of meaning and definition attached (Stedman, 2003).…”

Section: Space Place and Belonging In Higher Educationmentioning

confidence: 99%

“…I assert in this thesis that there are many identities attached to being a PhD student. Most doctoral students undergo a transformation where they acquire new scholarly identities relating to their area of expertise (Carvalho et al, 2018).…”

Section: The Links Between Place Identity and Belongingmentioning

confidence: 99%

“…These identities are closely connected to their physical and epistemological locations and scholarly roles which shift and change as students establish (or do not establish) a sense of belonging in an institution (Edwards & Usher, 2008). Carvalho et al (2018) note that belonging affords a status that allows individuals to negotiate the boundaries of the institutional places they inhabit.…”

Section: The Links Between Place Identity and Belongingmentioning

confidence: 99%

“…The data in this study highlight that institutional spaces are not neutral, often appealing more to settler sensibilities while marginalising Māori, in this case, Māori doctoral students. Carvalho et al (2018) summarise the importance of space, arguing that "spaces and places can no longer be seen as disconnected to what students do, they cannot be left as the mere backdrop to the real action" (p. 43). With this in mind, analysing the ways in which Māori PhD students engage with their institutional spaces is useful in understanding how they attach themselves to university space (or not), construct their own identities within them (or not), and contribute to their everyday worlds as Māori scholars.…”

Section: Navigating Uncanny Institutional Spacesmentioning

confidence: 99%

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Ngā Manu ā Tāne – the stories of Māori doctoral students in Aotearoa: An ethnographic study

Funaki¹

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ABSTRACTKo te manu e kai ana i te miro, nōna te ngahere; Ko te manu e kai ana i te mātauranga, nōna te aoKo te manu e whakatinana ana i ērā mātauranga, nōna te whenua taurikura (Ratana, 2022). The bird that feeds on the miro berry can rule the forest The bird who feeds on knowledge can rule the worldThe bird who embodies that knowledge can be responsible for thriving homelandsPrevious studies show that Māori PhD students in Aotearoa face significant structural and systemic barriers during their doctoral studies, but little is known about how they meet and surmount those daily challenges. Through a Kaupapa Māori lens, which places Indigenous storytelling at the centre of inquiry, this study frames an explanation to the complex, relational spaces that Māori doctoral students grapple with in academia. Further, it provides insight into their everyday worlds as Indigenous scholars who are pioneering new forms of intellectual engagement inside the settler-colonial complex of the Aotearoa university system. This is a cross-sectional, ethnographic ‘day-in-the-life’ approach which captures not only the intellectual and cultural life-worlds, but the often silenced stories of a nationwide cohort of Māori doctoral students. Their micro-level experiences of entry into academic environments that marginalise Indigenous knowledges and realities are set against larger institutional, structural, and political factors. These influences have exerted a powerful impact on the degree of cultural and intellectual belonging that these Māori scholars have been able to establish within their academic departments. Kanohi-ki-te-kanohi (face-to-face/in-person), online, walk-along, and drive-along interviews were conducted with 30 Māori doctoral students and recent PhD graduates across Aotearoa. Observations were also carried out in their work and study locations, which included their homes, workplaces, university offices, and tribal communities. The participants’ accounts focused heavily on the lack of Māori representation at all levels of academia and the subsequent impact on their scholarly lives. For many students, limited access to Māori expertise, mentoring, supervision, and cultural validation heightened a profound sense of cultural dislocation and intellectual isolation. During these times, Ngā Manu (the collective name for participants in this study) also sharpened their determination to establish safe academic environments for the next generation of Māori scholars. Despite significant challenges, the participants also spoke of the everyday triumphs, the moments of recognition and shared purpose in the company of Māori PhD colleagues. In these cultural safe spaces, they shared moments of creativity, pleasure, and joy, as they established their own unique academic selfhoods, which they saw both as a legacy for Māori who would follow after them into the academic world, and a means of ‘speaking back’ to the racialised silences of the ivory tower. Keywords: Māori, Indigenous, doctoral/PhD students, storytelling, whakapapa, university, higher education, Kaupapa Māori, identity, belonging

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Materials and Places for Learning: Experiences of Doctoral Students in and around University Spaces

Carvalho

Freeman

2022

Postdigit Sci Educ

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People are more likely to thrive when they feel connected, when they feel they belong to a group, to a place, or when they feel part of a community. Places can play a powerful role in shaping one’s attachment to others and to institutions as part of the development of one’s identity. People’s experiences of places are linked to their sensorial impressions of material and digital elements, and to their perceptions of how multiple elements interconnect and impact lived experiences or imagined futures. This research investigates doctoral students’ experiences of places for learning in and around a university in New Zealand. The analysis combines individual interviews and digital multimodal artefacts created by participants who were studying on campus or studying at distance and remotely located. By acknowledging the diversity of university spaces where learning activity may unfold — in classrooms, at libraries, in the canteen, in the corridors, via online learning management systems, social media and messaging, or in the many in-between spaces such as buses, cafes, or working from home — this paper discusses the connections between people, places, material, and digital artefacts, with a focus on the materiality of learning in and around university spaces. Using socio-material conceptual lenses, the article reveals how students navigate the postdigital university through the spaces they inhabit and the places they value, and how their attachment to materials, feelings of inclusion, and learning purpose interconnect to support their (emerging) professional identity.

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Spaces of inclusion and belonging: The learning imaginaries of doctoral students in a multi-campus and distance university

Cited by 7 publications

References 22 publications

Places and mechanisms of belonging and exclusion: Intra‐EU academic migration in a comparative perspective

Places and mechanisms of belonging and exclusion: Intra‐EU academic migration in a comparative perspective

Ngā Manu ā Tāne – the stories of Māori doctoral students in Aotearoa: An ethnographic study

Materials and Places for Learning: Experiences of Doctoral Students in and around University Spaces

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