The importance of internal conversations and reflexivity for work-based students in higher education: valuing contextual continuity and ‘giving something back’
The importance of internal conversations and reflexivity for work-based students in higher education: valuing contextual continuity and ‘giving something back’
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内部对话和反思对于高等教育中以工作为基础的学生的重要性：重视情境连续性和“回馈”
DOI：
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
H. Bovill
中科院分区：
文献类型：
--
作者：
H. Bovill
本文运用Archer的理论探讨了学生的“内部对话”对工读生的反思性学习策略发展的影响。通知本文的研究借鉴了一个新的大学内的教育支持的基础学位的一系列工作分解结构的声音。一系列的反身性内确定的策略，学生采用“使他们的方式”通过经常不熟悉的，有时疏远的高等教育（HE）的背景。虽然人类化可以被视为衰落，但人们并没有平等地从结构性决定的传记中解放出来。重要的是本文，解放是没有强烈确定的参与者作为一个网站，他们“最关心”。有人认为，在本文的结论，学生有一个“经验倾向”，采用的自反性，使他们能够保持知识嵌入到他们的社会背景下，继续前进，但不一定“出”他们的社会环境，所以阿切尔的研究自主的自反性是不太相关的许多这些学生。
This paper utilises the theories of Archer to explore the impact of student ‘internal conversations’ upon the development of reflexive approaches employed by work-based students (WBS). The study informing this paper draws on the voices of a range of WBS on a Foundation Degree in Educational Support within a new university. A range of reflexivities are identified within the strategies students employ to ‘make their ways’ through the often unfamiliar and sometimes alienating contexts of higher education (HE). Whilst routinisation can be viewed as in decline people are not equally placed to be liberated or to liberate themselves from structurally determined biographies. Importantly for this paper, liberation is not strongly identified by participants as a site of what they ‘care most about’. It is argued in the conclusion to this paper that students have an ‘empirical tendency’ to employ the reflexivity that enables them to remain knowledgeably embedded to their social context, to move on but not necessarily ‘out’ of their social circumstances; so the autonomous reflexivity of Archer’s study is less relevant to many of these students.
资本积累：工人阶级学生学习如何在高等教育中学习
影响因子：
2.6
作者：
Crozier G
通讯作者：
Crozier G