Understanding temporality and future orientation for young women in the senior year

Duggan, Shane B.

doi:10.1080/01596306.2016.1173650

Cited by 2 publications

(2 citation statements)

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“…Clegg (2010) looks at academics' experiences of the academy in terms of 'time future', arguing that the future dominates the present in the neoliberal university. In studies of students' temporal experiences, both Duggan (2017) and Woodman (2011) see students' choice-making at key educational transition points as determined by their orientations towards particular kinds of future. These student-focused studies, and Hodkinson and Sparkes' (1997) theorisation of 'careership' highlight the workings of structure and agency in students' plans for the future; the plans are articulated and understood by students as individualised exercises in choice-making, but particular futures are enabled and constrained by the structural effects of social class, race and gender.…”

Section: Possible Selvesmentioning

confidence: 99%

“…In HE, the discourse of employability explicitly and increasingly connects present course of undergraduate study to anticipated graduate future (Christie, 2017;McQuaid and Lindsay, 2005;Tomlinson, 2008). For subjects participating in these educational systems, being able to imagine and to describe futures that accord with what is valued in their educational contexts (Duggan, 2017;Lumb, 2018) can be seen as a kind of currency or Bourdieusian capital (Papafilippou and Bathmaker, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Local students in higher education cold spots: placed possible selves and college-based higher education

Henderson

2020

Journal of Vocational Education & Training

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This thesis explores experiences of college-based higher education (CBHE) in England, positioning this type of provision within the national and local geographies of English higher education. Focusing on institutions located in higher education 'cold spots', the thesis situates these institutions within local and policy narratives of both lack of and need for educational opportunity. The case study research design examines two case institutions, and involves documentary analysis and interviews with higher education directors, tutors and final year students on two degree courses in each college, as well as interviews with key figures in national Further Education policy. Data analysis deploys the concept of possible selves in an original, sociologically-oriented dialogue with de Certeau's 'spatial story' to produce accounts of placed possible selves. The key contributions of the thesis are, firstly, that shared and homogenous societal narratives of university higher education dominate even in places and for educational subjects without university education. Secondly, the thesis challenges reductive binary understandings of student mobilities, in which mobility and privilege are diametrically opposed to immobility and disadvantage. Finally, the concept of local capital offers a way of understanding social, cultural and economic commitments to place that moves beyond a language of deficit.

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Section: Possible Selvesmentioning

confidence: 99%