Belonging as situated practice
نویسندگان
چکیده
This article offers a rethinking of fundamental area higher education research and practice: the concept belonging. Extending considerable international attending to belonging, we suggest that normative narratives often contain number omissions. Such omissions include consideration experiences those students who may not wish to, or cannot, belong, as well questioning very boundaries Crucially, our reconceptualisation occurs within context post-Covid-19 times in which now live. have seen rapid move emergency remote teaching, and, suggest, offer an opening belonging can no longer be taken-for-granted uniform located fixed spaces. Engaging generative concepts from work Massey, Braidotti, drawing upon Adam’s notion timescapes, propose reframing situated, relational processual. Within this lens, understood sociomaterial practice shifts within, across beyond online face timespaces. At end article, examine implications such for educators seeking develop also suggestions further research.
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ژورنال
عنوان ژورنال: Studies in Higher Education
سال: 2021
ISSN: ['1470-174X', '0307-5079']
DOI: https://doi.org/10.1080/03075079.2021.1894118