22 SES 14 C, Mariganisation and Co-created Education
A review of 70 international research articles and reports on first generation students conclude that educational achievements within higher education are closely related to social background “The higher the social strata students are from, the more likely they succeed in educational institutions” (Spiegler & Bednarek 2013:318). They are more likely to study at less prestigious universities and have lower orientation towards advanced degrees. Everyday life at university can pose difficulties because of a lack of knowledge of their role and they are less involved in student life. However, their academic performance is generally as good as other students, but they have a higher risk of attrition, highest during their two first academic years (ibid). Attrition remains high even after controlling for ethnicity, gender, grades, family income and type of academic institution (ibid). Lehman (2007) has similar findings, and concludes that social class informs which subject in higher education students choose. This presentation will present findings from an ongoing research project that engages with first generation students at three universities in Norway, Denmark and England. These students engage with a multi-national, interdisciplinary team of academics and students as co-researchers so that the students are actively involved in the research, both as interviewers, respondents, analysts and writers. They are part of a joint researcher-student situated learning environment that draws on the experiences of a range of academics and fellow student-researchers across the three countries. They are joining as individuals and become active participants in the social practices of a social, multidisciplinary and multinational community. This way the students can actively construct their academic identity through this environment (Lave & Wenger 1991; Wenger 1998; Wenger et. a. 2002), and obtain academic merits, which can help them stand more firm and secure in the meeting with the academic environment. We will present evidence that the first generation student is experiencing and continuously creating a shared identity in cooperation with the others through engaging and contributing in this community’s practices. The initial findings show that the first generation student enters our research community with an expertise in being in a marginal position in an educational context and that this experience and expertise enhances the insights that can be drawn from co-creation. These students bring new and valuable knowledge and competence into the community, giving them a sense of belonging in the academic milieu.
Moshuus, G. H & Eide, K. (2016). The Indirect Approach: How to Discover Context When Studying Marginal Youth. In: International journal of qualitative methods, vol.15, nr.1, s.1-10 Lehmann, W. (2007). " I just didn't feel like I fit in": The role of habitus in university dropout decisions1. The Canadian Journal of Higher Education, 37(2), 89. Spiegler, T. & Bednarek, A., 2013). First-generation students: what we ask, what we know and what it means: an international review of the state of research. In; International Studies in Sociology of Education.Volume 23, 2013 - Issue 4 Lave, Jean; Wenger, Etienne (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. ISBN 0-521-42374-0. Wenger, Etienne; McDermott, Richard; Snyder, William M. (2002). Cultivating Communities of Practice (Hardcover). Harvard Business Press; 1st edition. ISBN 978-1-57851-330-7. Wenger, Etienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. ISBN 978-0-521-66363-2.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.