Strange new world: applying a Bourdieuian lens to understanding early student experiences in higher education
Strange new world: applying a Bourdieuian lens to understanding early student experiences in higher education
Occupational therapy pre-registration education stands at the intersection of the fields of health and social care and higher education. UK Government agendas in both fields have seen an increase in the number of students entering with non-traditional academic backgrounds, a group noted to experience particular challenges in negotiating the transition to, and persisting and succeeding within, higher education. Drawing on data from an ongoing longitudinal case study, a Bourdieuian lens is applied to exploring the early educational experiences of a group of these students during their first year of study and highlights a number of key issues, including the high-value status of linguistic capital and its relationship to understanding the rules governing practices within the learning environment, the processes via which students manage to adapt to or interestingly, to resist, the dominant culture of the field, and some of the barriers to finding a foothold and legitimate position within the new field
widening participation, non-traditional academic backgrounds, student experience, habitus, field, linguistic capital
665-681
Watson, Jo
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Nind, Melanie
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Humphris, Debra
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Borthwick, Alan
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November 2009
Watson, Jo
933e2e9a-e3e9-4a05-9f86-f7bdafd8827c
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Humphris, Debra
7248f9f4-53fc-4519-8211-72ab16d345c9
Borthwick, Alan
b4d1fa51-182d-4296-b5fe-5b7c32ef6f9d
Watson, Jo, Nind, Melanie, Humphris, Debra and Borthwick, Alan
(2009)
Strange new world: applying a Bourdieuian lens to understanding early student experiences in higher education.
British Journal of Sociology of Education, 30 (6), .
(doi:10.1080/01425690903235144).
Abstract
Occupational therapy pre-registration education stands at the intersection of the fields of health and social care and higher education. UK Government agendas in both fields have seen an increase in the number of students entering with non-traditional academic backgrounds, a group noted to experience particular challenges in negotiating the transition to, and persisting and succeeding within, higher education. Drawing on data from an ongoing longitudinal case study, a Bourdieuian lens is applied to exploring the early educational experiences of a group of these students during their first year of study and highlights a number of key issues, including the high-value status of linguistic capital and its relationship to understanding the rules governing practices within the learning environment, the processes via which students manage to adapt to or interestingly, to resist, the dominant culture of the field, and some of the barriers to finding a foothold and legitimate position within the new field
Text
Watson_et_al_(2009)_Strange_new_world_-_eprints.pdf
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More information
Published date: November 2009
Keywords:
widening participation, non-traditional academic backgrounds, student experience, habitus, field, linguistic capital
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Local EPrints ID: 72551
URI: http://eprints.soton.ac.uk/id/eprint/72551
ISSN: 0142-5692
PURE UUID: 3dfaf565-3d2d-48f5-ab9a-56a3f8adbcc2
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Date deposited: 18 Feb 2010
Last modified: 14 Mar 2024 02:49
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Contributors
Author:
Jo Watson
Author:
Debra Humphris
Author:
Alan Borthwick
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