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Drawing together example studies from international contexts, this edited collection provides a new and cross-disciplinary perspective on the concept of the possible self, exploring its theoretical, methodological and empirical uses with regards to Higher Education.
Inhaltsverzeichnis
Introduction: Why Possible Selves and Higher Education? Section 1: Theorising Possible Selves Chapter 2: Potentials and Challenges when Using possible Selves in Studies of Student Motivation Chapter 3: Borrowed Time: A Sociological Theorisation of Possible Selves and Educational Subjectivities Chapter 4: Extending the Analytical Scope of Theories of 'Possible Selves' Section 2: Using the Possible Selves Concept Empirically Chapter 5: A Discursive Approach to Understanding the Role of Educators' Possible Selves in Widening Students' Participation in Classroom Interaction: Language Teachers' Sense Making as 'Acts of Imagination' Chapter 6: Shaping Possible Selves: The Role of Family in Constructing Higher Education Futures for Students with Dyslexia Chapter 7: Unintended Imaginings: The Difficult Dimensions of Possible Selves Chapter 8: Transitions from Higher Education to Employment among Recent graduates in England: Unequal Changes of Achieving Desired Possible Selves Chapter 9: Imagining a Future: Refugee Women, Possible Selves and Higher Education
Über den Autor / die Autorin
Holly Henderson is an ESRC-funded doctoral researcher at the School of Education, University of Birmingham, UK.
Jacqueline Stevenson is Professor of Education Research and Head of Research at the Sheffield Institute of Education, Sheffield Hallam University, UK.
Ann-Marie Bathmaker is Professor of Vocational and Higher Education at the University of Birmingham, UK and Visiting Professor at the Centre for Development Studies, University of the Free State, South Africa.
Zusammenfassung
Drawing together example studies from international contexts, this edited collection provides a new and cross-disciplinary perspective on the concept of the possible self, exploring its theoretical, methodological and empirical uses with regards to Higher Education.
Zusatztext
"Offering a broad and diverse examination of how concepts of our future selves can affect and limit educational outcomes, this book furthers the sociological dialogue concerning the relationship between individual agency and structural constraints in higher education research. It is an essential and influential text for both students and academics, as well as anyone responsible for student services such as outreach and widening participation." - EuropeNow: a journal of research & art
