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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Applied Mobilities on 04/06/2018, available online: http://www.tandfonline.com/10.1080/23800127.2018.1477003

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Belonging, pausing, feeling: a framework of “mobile dwelling” for U.K. university students that live at home

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Belonging, pausing, feeling : a framework of “mobile dwelling” for U.K. university students that live at home. / Holton, Mark; Finn, Kirsty.

In: Applied Mobilities, Vol. 5, No. 1, 01.02.2020, p. 6-20.

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@article{b6ae9749be3c40339f7ac0659abe1bbf,
title = "Belonging, pausing, feeling: a framework of “mobile dwelling” for U.K. university students that live at home",
abstract = "Notions of place and dwelling have become increasingly dynamic of late. No longer is place considered the sedentary equivalent to mobility, instead the spaces at which place and mobility intersect have produced exciting new ways of thinking about liminoid and mobile places, and how one might dwell in and through these intersections. In this paper we develop a framework of mobile dwelling to better understand student mobilities within UK higher education (HE), a sector that is framed by a set of binary dualisms – mobile/immobile, home/away, local/non-local. This dualistic thinking about im/mobility reflects the legacy of the “boarding school” model attached to traditional (and elite) HE participation, and newer permutations of undergraduate entry which is increasingly skewed towards the local. The framework developed here challenges these binary conceptualisations, which unhelpfully cast the growing number of live-at-home (LAH) students as immobile, writing out everyday movements such as commuting, and social and digital interactions with (and off) campus. Thus, by applying our concept of mobile dwelling to two UK-based studies, we reveal the complexities of LAH students{\textquoteright} daily mobilities; illuminating the pauses, the senses of belonging and the emotional reflections that are afforded by performances associated with commuting. By approaching everyday mobility as a tripartite experience of dwelling within/upon the liminoid spaces and experiences that constitute HE, we provide tools for understanding how marginal students make sense of their own identities, relationally understood against more traditional notions of studenthood.",
keywords = "Dwelling, embodiment, emotion, higher education, students, everyday mobilities",
author = "Mark Holton and Kirsty Finn",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Applied Mobilities on 04/06/2018, available online: http://www.tandfonline.com/10.1080/23800127.2018.1477003",
year = "2020",
month = feb,
day = "1",
doi = "10.1080/23800127.2018.1477003",
language = "English",
volume = "5",
pages = "6--20",
journal = "Applied Mobilities",
issn = "2380-0127",
number = "1",

}

RIS

TY - JOUR

T1 - Belonging, pausing, feeling

T2 - a framework of “mobile dwelling” for U.K. university students that live at home

AU - Holton, Mark

AU - Finn, Kirsty

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Applied Mobilities on 04/06/2018, available online: http://www.tandfonline.com/10.1080/23800127.2018.1477003

PY - 2020/2/1

Y1 - 2020/2/1

N2 - Notions of place and dwelling have become increasingly dynamic of late. No longer is place considered the sedentary equivalent to mobility, instead the spaces at which place and mobility intersect have produced exciting new ways of thinking about liminoid and mobile places, and how one might dwell in and through these intersections. In this paper we develop a framework of mobile dwelling to better understand student mobilities within UK higher education (HE), a sector that is framed by a set of binary dualisms – mobile/immobile, home/away, local/non-local. This dualistic thinking about im/mobility reflects the legacy of the “boarding school” model attached to traditional (and elite) HE participation, and newer permutations of undergraduate entry which is increasingly skewed towards the local. The framework developed here challenges these binary conceptualisations, which unhelpfully cast the growing number of live-at-home (LAH) students as immobile, writing out everyday movements such as commuting, and social and digital interactions with (and off) campus. Thus, by applying our concept of mobile dwelling to two UK-based studies, we reveal the complexities of LAH students’ daily mobilities; illuminating the pauses, the senses of belonging and the emotional reflections that are afforded by performances associated with commuting. By approaching everyday mobility as a tripartite experience of dwelling within/upon the liminoid spaces and experiences that constitute HE, we provide tools for understanding how marginal students make sense of their own identities, relationally understood against more traditional notions of studenthood.

AB - Notions of place and dwelling have become increasingly dynamic of late. No longer is place considered the sedentary equivalent to mobility, instead the spaces at which place and mobility intersect have produced exciting new ways of thinking about liminoid and mobile places, and how one might dwell in and through these intersections. In this paper we develop a framework of mobile dwelling to better understand student mobilities within UK higher education (HE), a sector that is framed by a set of binary dualisms – mobile/immobile, home/away, local/non-local. This dualistic thinking about im/mobility reflects the legacy of the “boarding school” model attached to traditional (and elite) HE participation, and newer permutations of undergraduate entry which is increasingly skewed towards the local. The framework developed here challenges these binary conceptualisations, which unhelpfully cast the growing number of live-at-home (LAH) students as immobile, writing out everyday movements such as commuting, and social and digital interactions with (and off) campus. Thus, by applying our concept of mobile dwelling to two UK-based studies, we reveal the complexities of LAH students’ daily mobilities; illuminating the pauses, the senses of belonging and the emotional reflections that are afforded by performances associated with commuting. By approaching everyday mobility as a tripartite experience of dwelling within/upon the liminoid spaces and experiences that constitute HE, we provide tools for understanding how marginal students make sense of their own identities, relationally understood against more traditional notions of studenthood.

KW - Dwelling

KW - embodiment

KW - emotion

KW - higher education

KW - students

KW - everyday mobilities

U2 - 10.1080/23800127.2018.1477003

DO - 10.1080/23800127.2018.1477003

M3 - Journal article

VL - 5

SP - 6

EP - 20

JO - Applied Mobilities

JF - Applied Mobilities

SN - 2380-0127

IS - 1

ER -