{"id":363,"date":"2024-12-20T10:03:33","date_gmt":"2024-12-20T14:03:33","guid":{"rendered":"https:\/\/bonstewart.com\/belonging\/?p=363"},"modified":"2024-12-20T10:03:36","modified_gmt":"2024-12-20T14:03:36","slug":"storying-students-becomings-into-and-through-higher-education-gravett-winstone-2019","status":"publish","type":"post","link":"https:\/\/bonstewart.com\/belonging\/annotatedbibliography\/storying-students-becomings-into-and-through-higher-education-gravett-winstone-2019\/","title":{"rendered":"Storying Students\u2019 Becomings into and Through Higher Education (Gravett &amp; Winstone, 2019):"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">This article examines the concept of student transition into and through higher education, critiquing the normative and linear narratives that often permeate this area. Employing a theoretical framework that conceptualizes transitions as troublesome, rhizomatic, and as processes of becoming, the findings highlight several key themes. Firstly, students described the need to unlearn previous approaches to studying and develop new epistemological skills, which was often an uncomfortable threshold experience. Secondly, transition encompassed a myriad of unique micro-experiences beyond just academic development, including social, emotional, and material aspects. Thirdly, students depicted their transitions as ongoing, fluid, and non-linear, challenging linear narratives. Fourthly, the data revealed positive accounts of agency and readiness for higher education, contrasting with deficit discourses. Finally, the experiences of commuter students highlighted the diversity of transition, even within a seemingly homogeneous group.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gravett, K., &amp; Winstone, N. E. (2019). Storying students\u2019 becomings into and through higher education. <em>Studies in Higher Education<\/em>, <em>46<\/em>(8), 1578\u20131589.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This article examines the concept of student transition into and through higher education, critiquing the normative and linear narratives that often permeate this area. Employing a theoretical framework that conceptualizes transitions as troublesome, rhizomatic, and as processes of becoming, the findings highlight several key themes. Firstly, students described the need to unlearn previous approaches to [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,48],"tags":[],"class_list":["post-363","post","type-post","status-publish","format-standard","hentry","category-annotatedbibliography","category-topologiesofbelonging"],"_links":{"self":[{"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/posts\/363","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/comments?post=363"}],"version-history":[{"count":1,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/posts\/363\/revisions"}],"predecessor-version":[{"id":364,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/posts\/363\/revisions\/364"}],"wp:attachment":[{"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/media?parent=363"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/categories?post=363"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/tags?post=363"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}