Positioning and repositioning in higher education
First year students engaging with the world
Bibliographic Data
| ID | 14690683 |
|---|---|
| Authors | Nick Keys (0000-0002-8739-2726, University of the Sunshine Coast, corresponding author), Deborah Heck (0000-0002-0235-8546, University of the Sunshine Coast) |
| Year | 2024 |
| Volume | 49 |
| Issue | 6 |
| Pages | 1014-1027 |
| Publication date | 2024-06-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2023.2257733 |
| OpenAlex | W4386967971 |
| Language | EN |
| Citations received | 2 |
| References cited | 19 |
Sustainability is an important issue that we all face, including higher education students.We assert that the transition into the contemporary higher education context needs educators to plan transition pedagogy that engages students with the world during their studies, instead of solely using curriculum as preparation for the future world of work.To investigate this, we explored how students position themselves in relation to sustainability as part of an assessment task in a first-year university transition course and whether this type of assessment provides opportunities for students to experience subjectification.Drawing on Biesta's ([2022].World-Centred Education: A View for the Present.New York: Routledge, Taylor & Francis Group) conception of world-centred education, we applied a novel methodology based on dialogical self theory, developed by Hermans and Bartels ([2021].Citizenship Education and the Personalization of Democracy.New York: Routledge, Taylor & Francis Group.https://lccn.loc.gov/2020029653), to analyse the data comprising student reflections on an assessment item oriented toward current sustainability issues.Our findings suggest that when students interact with their peers and encounter challenging content, conflicting internal positions can lead to subjectification and an intention for further action on real-world issues from the commencement of their studies.We propose that the principles of opposition, cooperation and participation provide a practical framework for educators and course designers to purposefully designate space for students to explore positions and practise the generative dialogue needed for thinking and acting in the world as subjects now and in the future.In analysing students' reported experience, our paper contributes to the discussion around implementing world-centred education and provides useful insight into how students engage with sustainability in higher education
Curriculum · Dialogical self · Higher education · Pedagogy · Political science · Sociology · Subjectification · Sustainability · Community Health and Development · Critical Realism in Sociology · Law · Psychology · Social Psychology · Social Representations and Identity
Dialogical Self Theory
Learning about Students’ Receiving Special Educational Support Experiences of Qualification, Socialization and Subjectification in Finnish Vocational Education and Training
Creating a sense of community and space for subjectification in an online course on sustainability education during times of physical distancing
Qualitative Research
Citizenship Education and the Personalization of Democracy
Learning Democracy in School and Society
Dialogical Relationship between Identity and Learning
The global dimension in education and education for global citizenship
Critical thinking as room for subjectification in Education for Sustainable Development
The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach
The Construction of a Personal Position Repertoire
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |