Belonging as Situated Practice

Autor/inn/en	Gravett, Karen; Ajjawi, Rola
Titel	Belonging as Situated Practice
Quelle	In: Studies in Higher Education, 47 (2022) 7, S.1386-1396 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gravett, Karen) ORCID (Ajjawi, Rola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2021.1894118
Schlagwörter	Higher Education; Educational Research; Group Unity; Interpersonal Relationship; Group Membership; College Students; Sense of Community; Power Structure; Student Experience; Student Attitudes; Electronic Learning; Student Adjustment; Well Being; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Gruppenidentität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppenzugehörigkeit; Collegestudent; Studienerfahrung; Schülerverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Well-being; Wellness; Wohlbefinden
Abstract	This article offers a rethinking of a fundamental area of higher education research and practice: the concept of belonging. Extending the considerable international research attending to belonging, we suggest that normative narratives often contain a number of omissions. Such omissions include a consideration of the experiences of those students who may not wish to, or who cannot, belong, as well as a questioning of the very boundaries of belonging. Crucially, our reconceptualisation occurs within the context of the post-COVID-19 times in which we now live. Such times have seen a rapid move to emergency remote teaching, and, we suggest, offer an opening in which belonging can no longer be taken-for-granted as uniform and, as located within fixed times and spaces. Engaging generative concepts from the work of Massey, and Braidotti, and drawing upon Adam's notion of timescapes, we propose a reframing of belonging as situated, relational and processual. Within this lens, belonging can be understood as a sociomaterial practice that shifts within, across and beyond online and face to face timespaces. At the end of this article, we examine the implications of such a reframing for educators seeking to develop belonging, and we also offer suggestions for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01