Universities in Transition: Foregrounding Social Contexts of Knowledge in the First Year Experience

• Format: eBook
• Language: English
• Published: University of Adelaide Press 2014
• Subjects: Education; bradley review; changing social relations in higher education: the first-year international student and the 'chinese learner' in australia; Critical thinking; deane fergie; dee michel; exploring and extending understandings of social class in the contemporary higher education debate; fields and their communities of practice; first year experience; heather brook; jade mckay; kendra backstrom; knowing students; marcia devlin; of education co-creation; pascale quester; realising; reconceptualising: transition and universities; reframing 'the problem': students from low socio-economic status backgrounds transitioning; relating experiences: regional and remote students in their first year at university; revaluing: 'non-traditional' student groups in higher education classism on campus?; stephen parker; the university of adelaide student learning hub: a case study; transformations on campus; transition to university; trevor gale; universities in transition; university transitions in practice: research-learning
• Online Access: Open Access: DOAB: description of the publication; Open Access: DOAB, download the publication
• Physical Description: 1 online resource (258 p.)
• ISBN: universities-transition
• Access: Open Access

Universities are social universes in their own right. They are the site of multiple, complex and diverse social relations, identities, communities, knowledges and practices. At the heart of this book are people enrolling at university for the first time and entering into the broad variety of social relations and contexts entailed in their 'coming to know' at, of and through university. By recasting 'the transition to university' as simultaneously and necessarily entailing a transition of university - indeed universities - and of their many and varied constitutive relations, structures and practices, the contributors to this book seek to reconceptualise the 'first-year experience' in terms of multiple and dynamic processes of dialogue and exchange amongst all participants. They interrogate taken-for-granted understandings of what 'the university' is, and consider what universities might yet become.