Unpacking the Mobility Capacities and Imperatives of the ‘Global Generation’

Pustułka, Paula; Winogrodzka, Dominika

doi:10.1007/978-3-030-64235-8_6

Cited by 7 publications

(6 citation statements)

References 22 publications

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“…This motivation is also linked to the discourse on cosmopolitanism, intended as a vision of the self as a global citizen, an attitude of openness to other and to difference, to question spatial imaginaries and strive for intercultural encounters (Nowicka, 2012 ). Some participants wished to cultivate a cosmopolitan habitus over subsequent stays, ascribing to belong to a “Global Generation” seeing EU (and beyond) as open space to construct their lives (Pustulka & Winogrodzka, 2021 ). As in case of the quoted interviewee below, the first Erasmus led them to continue searching for more intercultural experiences—linked to international travel, companionship or future work environment, or participation in organization supporting Erasmus students.…”

Section: Developing the Selfmentioning

confidence: 99%

Erasmus students’ motivations in motion: understanding super-mobility in higher education

Cuzzocrea

Krzaklewska

2022

High Educ

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This paper looks at youth mobility as an ongoing, dynamic, processual experience in the making of an educational trajectory. By exploring the experiences of students who have undertaken more than one mobility experience under the Erasmus + program, we reflect on how underlying motivations change over the course of subsequent mobility experiences. In contrast to existing research, where the focus has been on reported motivations for one-off mobility experience, we discuss the latent motivations driving super-mobile educational trajectories. In doing so, we observe the ongoing reconfiguration of these trajectories through the concept of spatial reflexivity, which results in articulated and augmentative dynamics over time. Methodologically, the paper is based on qualitative material collected in person and online with such mobile young people across Europe.

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Section: Developing the Selfmentioning

confidence: 99%

Erasmus students’ motivations in motion: understanding super-mobility in higher education

Cuzzocrea

Krzaklewska

2022

High Educ

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“…It is however noticeable that young people themselves find it difficult to articulate the meaning of their actions. As Pustulka and Winogrodzka note in their chapter, even where they do not move abroad for strictly economic reasons, the manner in which they explain their mobility and how their stories are narrated by external parties is tied to the 'old language' that somewhat disparages the idea of becoming a migrant (Pustulka and Winogrodzka, 2021).…”

Section: Conclusion: Mobility Becoming Migration and Migration Becomi...mentioning

confidence: 99%

Mobility Becoming Migration: Understanding Youth Spatiality in the Twenty-First Century

Cairns

2021

The Palgrave Handbook of Youth Mobility and Educational Migration

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“…Young people who shaped the 'upward' sequence also developed 'spatial reflexivity': the ability to think geographically about life choices (Cairns 2018, cf. Pustulka andWinogrodzka, 2021).…”

Section: Type 1 Upward Sequencementioning

confidence: 99%

(Dis)ordered social sequences of mobile young adults: spatial, social and return mobilities

Winogrodzka

Grabowska

2021

Journal of Youth Studies

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International mobility has become a significant part of the life experiences of a growing number of Polish youths since the enlargement of the EU in 2004, influencing young people's transitions from education to work or transitions across different labour markets. The key aim of this paper is to explore sociooccupational sequences of young people considering spatial and temporal dynamism of the process of mobility. Focusing on the intersection between youth and migration studies, we aim to answer the following research questions: (1) What are the sociooccupational sequences of young people 'on the move'? (2) How mobility capacities and imperatives determine the flow of sequences and (3) How mobility patterns collocate with sequences' shapes? Based on Social Sequence Analysis, we have distinguished four types of 'mobile sequences' of young adults: (1) the 'upward sequence' when spatial mobility accelerates social mobility; (2) the 'yo-yo sequence', where transnational mobility causes 'return social mobility'; (3) the 'zigzag sequence', involving up-and-down patterns in social mobility; (4) the 'flat sequence', where spatial mobility has no impact on the objective dimension of socio-occupational sequences, but mobility strongly influences human capital.

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Unpacking the Mobility Capacities and Imperatives of the ‘Global Generation’

Cited by 7 publications

References 22 publications

Erasmus students’ motivations in motion: understanding super-mobility in higher education

Erasmus students’ motivations in motion: understanding super-mobility in higher education

Mobility Becoming Migration: Understanding Youth Spatiality in the Twenty-First Century

(Dis)ordered social sequences of mobile young adults: spatial, social and return mobilities

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