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    Accepted author manuscript, 313 KB, PDF document

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Looking for Love in the Student Experience

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Forthcoming

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Looking for Love in the Student Experience. / Budd, Richard.

Post-critical perspectives on higher education: Reclaiming the educational in the university. ed. / Naomi Hogson; Joris Vlieghe; Piotr Zamojski. Springer, 2020. (Debating Higher Education).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Harvard

Budd, R 2020, Looking for Love in the Student Experience. in N Hogson, J Vlieghe & P Zamojski (eds), Post-critical perspectives on higher education: Reclaiming the educational in the university. Debating Higher Education, Springer.

APA

Budd, R. (Accepted/In press). Looking for Love in the Student Experience. In N. Hogson, J. Vlieghe, & P. Zamojski (Eds.), Post-critical perspectives on higher education: Reclaiming the educational in the university (Debating Higher Education). Springer.

Vancouver

Budd R. Looking for Love in the Student Experience. In Hogson N, Vlieghe J, Zamojski P, editors, Post-critical perspectives on higher education: Reclaiming the educational in the university. Springer. 2020. (Debating Higher Education).

Author

Budd, Richard. / Looking for Love in the Student Experience. Post-critical perspectives on higher education: Reclaiming the educational in the university. editor / Naomi Hogson ; Joris Vlieghe ; Piotr Zamojski. Springer, 2020. (Debating Higher Education).

Bibtex

@inbook{8520ce780c644c2e95ebbcc59ca4de87,
title = "Looking for Love in the Student Experience",
abstract = "This chapter represents an early attempt to engage and think with the ethos that underpins the Manifesto for a Post-Critical Pedagogy (Hodgson et al. 2017), specifically from a sociology of education perspective. The Manifesto is an exhortation to move beyond the critical by also celebrating what we may love and therefore wish to preserve in education. With this in mind, the author undertakes a re-examination of the literature on the university student experience in the UK. They argue that, outside pedagogical research on students, there are three overlapping but somewhat distinct literatures, each of which focuses primarily on social inequalities, aspects of marketization, or geographies, in relation to higher education. It appears that there are gaps in each of these bodies of scholarship, with some dimensions of identity underrepresented in the first, surprisingly little empirical work in the second, while the third has attracted minimal attention to date. Furthermore, it seems that there is little to love in our current understanding of the student experience as the overwhelming focus is on dysfunctions in and around UK higher education. Applying the tenets of a Post-Critical Pedagogy does suggest that widening our scope would allow for an extension of the literature and a more positive appreciation of the UK student experience. At the same time, though, there may be some aspects of the Manifesto that require minor revisions. ",
author = "Richard Budd",
year = "2020",
month = aug
day = "10",
language = "English",
isbn = "9783030450182",
series = "Debating Higher Education",
publisher = "Springer",
editor = "Naomi Hogson and Joris Vlieghe and Piotr Zamojski",
booktitle = "Post-critical perspectives on higher education",

}

RIS

TY - CHAP

T1 - Looking for Love in the Student Experience

AU - Budd, Richard

PY - 2020/8/10

Y1 - 2020/8/10

N2 - This chapter represents an early attempt to engage and think with the ethos that underpins the Manifesto for a Post-Critical Pedagogy (Hodgson et al. 2017), specifically from a sociology of education perspective. The Manifesto is an exhortation to move beyond the critical by also celebrating what we may love and therefore wish to preserve in education. With this in mind, the author undertakes a re-examination of the literature on the university student experience in the UK. They argue that, outside pedagogical research on students, there are three overlapping but somewhat distinct literatures, each of which focuses primarily on social inequalities, aspects of marketization, or geographies, in relation to higher education. It appears that there are gaps in each of these bodies of scholarship, with some dimensions of identity underrepresented in the first, surprisingly little empirical work in the second, while the third has attracted minimal attention to date. Furthermore, it seems that there is little to love in our current understanding of the student experience as the overwhelming focus is on dysfunctions in and around UK higher education. Applying the tenets of a Post-Critical Pedagogy does suggest that widening our scope would allow for an extension of the literature and a more positive appreciation of the UK student experience. At the same time, though, there may be some aspects of the Manifesto that require minor revisions.

AB - This chapter represents an early attempt to engage and think with the ethos that underpins the Manifesto for a Post-Critical Pedagogy (Hodgson et al. 2017), specifically from a sociology of education perspective. The Manifesto is an exhortation to move beyond the critical by also celebrating what we may love and therefore wish to preserve in education. With this in mind, the author undertakes a re-examination of the literature on the university student experience in the UK. They argue that, outside pedagogical research on students, there are three overlapping but somewhat distinct literatures, each of which focuses primarily on social inequalities, aspects of marketization, or geographies, in relation to higher education. It appears that there are gaps in each of these bodies of scholarship, with some dimensions of identity underrepresented in the first, surprisingly little empirical work in the second, while the third has attracted minimal attention to date. Furthermore, it seems that there is little to love in our current understanding of the student experience as the overwhelming focus is on dysfunctions in and around UK higher education. Applying the tenets of a Post-Critical Pedagogy does suggest that widening our scope would allow for an extension of the literature and a more positive appreciation of the UK student experience. At the same time, though, there may be some aspects of the Manifesto that require minor revisions.

M3 - Chapter (peer-reviewed)

SN - 9783030450182

T3 - Debating Higher Education

BT - Post-critical perspectives on higher education

A2 - Hogson, Naomi

A2 - Vlieghe, Joris

A2 - Zamojski, Piotr

PB - Springer

ER -