Students as contested: Exploring issues of student identity and identification in educational spaces
DOI:
https://doi.org/10.15173/ijsap.v3i2.3770Keywords:
third space, cyber security, students as partners, identity, educationAbstract
This article explores issues of student identity and identification through a third-space theory lens. In addition, it positions this use of third-space theory as contributory to Students-as-Partners (SaP) approaches to teaching and learning. Naturally, this research was constructed as a SaP project, and research was undertaken as a collaboration between two undergraduate students and their lecturer. The literature review and student interviews presented here were conducted by the student co-researchers and interviews involved their BSc Cyber Security Management peers. These interviews unpacked constructions of student identity, student-lecturer relationships, and professional experiences. Thematic analysis of these interviews is presented reflectively with reference to student and lecturer perspectives. Finally, this article argues that for SaP to be successful it is necessary to critically examine the “student” identifier.
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References
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Benson, S. (2010). “I don’t know if that’d be English or not”: Third space theory and literacy instruction. Journal of Adolescent & Adult Literacy, 53(7), 555-563.
Bhabha, H. K. (1994). The location of culture. London: Routledge.
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Brinkmann, S. (2014). Interview. In T. Teo (Ed.), Encyclopedia of critical psychology. Springer, 1008-1010. https://doi.org/10.1007/978-1-4614-5583-7_161
Brown, R. (2015). The marketisation of higher education: Issues and ironies. New Vistas, 1(1). Retreived from http://eprints.bournemouth.ac.uk/14011/1/licence.txt
Bryman, A. (2015). Social research methods (4th ed.). Oxford: Oxford University Press.
Bunce, L., Baird, A., & Jones, S. E. (2017). The student-as-consumer approach in higher education and its effects on academic performance. Studies in Higher Education, 42(11), 1958-1978. https://doi.org/10.1080/03075079.2015.1127908
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Cook-Sather, A., 2010. Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability. Curriculum Inquiry, 40 (4), 555–575.
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: Jossey Bass.
Daniels, J., & Brooker, J. (2014). Student identity development in higher education: Implications for graduate attributes and work-readiness. Educational research, 56(1), 65-76. https://doi.org/10.1080/00131881.2013.874157
Dunne, E., & Owen, D. (Eds.). (2013). Student engagement handbook: Practice in higher education. Bingley, UK: Emerald Group Publishing.
Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), 123-141. https://doi.org/10.1023/A:1017949213447
Le Gallais, T. (2008). Wherever I go there I am: Reflections on reflexivity and the research stance. Reflective Practice: International and Multidisciplinary Perspectives, 9(2), 145-155. https://doi.org/10.1080/14623940802005475
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Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286-303. https://doi.org/10.1080/10749039909524733
Hart, R. A. (2008). Stepping back from ‘the ladder’: Reflections on a model of participatory work with children. In A. Reid, B. Jensen, J. Nikel, & V. Simovska (Eds.), Participation and learning: Perspectives on education and the environment, health and sustainability (pp. 1-18). London: Springer, 19-31.
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Hunleth, J. (2011). Beyond on or with: Questioning power dynamics and knowledge production in ‘child-oriented’ research methodology. Childhood, 18(1), 81-93. https://doi.org/10.1177%2F0907568210371234
Jackson, D. (2016). Re-conceptualising graduate employability: The importance of pre-professional identity. Higher Education Research & Development, 35(5): 925-939. https://doi.org/10.1080/07294360.2016.1139551
Kvale, S. (2008). Doing interviews. London: Sage.
Latour, B., 1993. We have never been modern. Cambridge, Massachusetts: Harvard University Press.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
Marie, J. (2018). The relationship between research-based education and student-staff partnerships. In V. Tong, A. Standen, & M. Sotiriou (Eds.), Shaping higher education with students (pp. 30-40). London: UCLPress.
Matthews, K. E., Cook-Sather, A., & Healy, M. (2018). Connecting learning, teaching and research through student-staff partnerships: Toward universities as egalitarian learning communities. In V. Tong, A. Standen, & M. Sotiriou (Eds.), Shaping higher education with students (pp. 23-30). London: UCL Press.
McDougall, J., & Potter, J. (2015). Curating media learning: Towards a porous expertise. E-Learning and Digital Media, 12(2), 199-211. https://doi.org/10.1177%2F2042753015581975
McDougall, J., & Potter, J. (2017). Digital media, culture and education. London: Palgrave Macmillan.
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1-23. https://doi.org/10.15173/ijsap.v1i1.3119
Merton, R., Fiske, M., & Kendall, P. (1990). The focused enterview: A manual of problems and procedures. New York: Free Press.
Moje, E., McIntosh Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everday funds of knowledge and Discourse. Reading Research Quarterly, 39(1), 38-70. https://doi.org/10.1598/RRQ.39.1.4
Opdenakker, R. (2006). Advantages and disadvantages of four interview techniques in qualitative research. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 7(4). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/175/391
Patton, M. (1990). Qualitative evaluation and research methods (2nd ed). Newbury Park: SAGE.
Rubin, H. J. & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data (2nd ed.). New York: Sage Publication.
Ryan, P., & Dundon, T. (2008). Case research interviews: Eliciting superior quality data. International Journal of Case Method Research & Application, (4).
Universities UK. (2017). Education, consumer rights and maintaining trust: What students want from their university. London. Retrieved from https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/what-students-want-from-their-university.aspx
Wenstone, R., (2013). A manifesto for partnership. London.
Whitchurch, C. (2008). Shifting identities and blurring boundaries: The emergence of third space professionals in UK higher education. Higher Education Quarterly, 62(4), 377-396. https://doi.org/10.1111/j.1468-2273.2008.00387.x
Williams, J. (2013). Consuming higher education: Why learning can’t be bought. London: Bloomsbury
Woodall, T., Hiller, A., & Resnick, S. (2014). Making sense of higher education: Students as consumers and the value of the university experience. Studies in Higher Education, 39(1), 48-67. https://doi.org/10.1080/03075079.2011.648373
Wortham, S. (2004). The interdependence of social identififcation and learning. American Education Research Journal, 41(3), 715-750. https://doi.org/10.3102%2F00028312041003715
Ashton, D. (2010). Productive passions and everyday pedagogies: Exploring the industry-ready agenda in higher education. Art, Design & Communication in Higher Education, 9(1), 41-56. https://doi.org/10.1386/adch.9.1.41_1
Attenborough, F. T. (2011). ‘I don’t f***ing care!’ Marginalia and the (textual) negotiation of an academic identity by university students. Discourse & Communication, 5(2), 99-121. https://doi.org/10.1177/1750481310395447
Ball, S. (1993). Self-doubt and soft data: Social and technical trajectories in ethnographic fieldwork. In M. Hammersley (Ed.), Educational research: Current issues (vol. 1, pp. 32-48). London: Open University Press.
Benson, S. (2010). “I don’t know if that’d be English or not”: Third space theory and literacy instruction. Journal of Adolescent & Adult Literacy, 53(7), 555-563.
Bhabha, H. K. (1994). The location of culture. London: Routledge.
Braun, V., & Clarke, V. (2006). Using thematic analysis in pscyhology. Qualitative Research in Psychology, 3(2), 77-101.
Brinkmann, S. (2014). Interview. In T. Teo (Ed.), Encyclopedia of critical psychology. Springer, 1008-1010. https://doi.org/10.1007/978-1-4614-5583-7_161
Brown, R. (2015). The marketisation of higher education: Issues and ironies. New Vistas, 1(1). Retreived from http://eprints.bournemouth.ac.uk/14011/1/licence.txt
Bryman, A. (2015). Social research methods (4th ed.). Oxford: Oxford University Press.
Bunce, L., Baird, A., & Jones, S. E. (2017). The student-as-consumer approach in higher education and its effects on academic performance. Studies in Higher Education, 42(11), 1958-1978. https://doi.org/10.1080/03075079.2015.1127908
Competition and Markets Authority. (2016). Consumer law compliance review: Higher Education undergraduate sector findings report. London. Retrieved from https://assets.publishing.service.gov.uk/media/5791e595e5274a0da300019f/compliance-review-findings-higher-education-undergraduate-sector.pdf
Cook-Sather, A., 2010. Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability. Curriculum Inquiry, 40 (4), 555–575.
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: Jossey Bass.
Daniels, J., & Brooker, J. (2014). Student identity development in higher education: Implications for graduate attributes and work-readiness. Educational research, 56(1), 65-76. https://doi.org/10.1080/00131881.2013.874157
Dunne, E., & Owen, D. (Eds.). (2013). Student engagement handbook: Practice in higher education. Bingley, UK: Emerald Group Publishing.
Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), 123-141. https://doi.org/10.1023/A:1017949213447
Le Gallais, T. (2008). Wherever I go there I am: Reflections on reflexivity and the research stance. Reflective Practice: International and Multidisciplinary Perspectives, 9(2), 145-155. https://doi.org/10.1080/14623940802005475
Gee, J., & Handford, M. (Eds.). (2012). The Routledge handbook of discourse analysis. New York: Routledge.
Guattari, F., & Deleuze, G. (1987). A thousand plateaus. Minneapolis: University of Minnesota Press.
Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148-164. https://doi.org/10.1598/RRQ.43.2.3
Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286-303. https://doi.org/10.1080/10749039909524733
Hart, R. A. (2008). Stepping back from ‘the ladder’: Reflections on a model of participatory work with children. In A. Reid, B. Jensen, J. Nikel, & V. Simovska (Eds.), Participation and learning: Perspectives on education and the environment, health and sustainability (pp. 1-18). London: Springer, 19-31.
Healy, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Hunleth, J. (2011). Beyond on or with: Questioning power dynamics and knowledge production in ‘child-oriented’ research methodology. Childhood, 18(1), 81-93. https://doi.org/10.1177%2F0907568210371234
Jackson, D. (2016). Re-conceptualising graduate employability: The importance of pre-professional identity. Higher Education Research & Development, 35(5): 925-939. https://doi.org/10.1080/07294360.2016.1139551
Kvale, S. (2008). Doing interviews. London: Sage.
Latour, B., 1993. We have never been modern. Cambridge, Massachusetts: Harvard University Press.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
Marie, J. (2018). The relationship between research-based education and student-staff partnerships. In V. Tong, A. Standen, & M. Sotiriou (Eds.), Shaping higher education with students (pp. 30-40). London: UCLPress.
Matthews, K. E., Cook-Sather, A., & Healy, M. (2018). Connecting learning, teaching and research through student-staff partnerships: Toward universities as egalitarian learning communities. In V. Tong, A. Standen, & M. Sotiriou (Eds.), Shaping higher education with students (pp. 23-30). London: UCL Press.
McDougall, J., & Potter, J. (2015). Curating media learning: Towards a porous expertise. E-Learning and Digital Media, 12(2), 199-211. https://doi.org/10.1177%2F2042753015581975
McDougall, J., & Potter, J. (2017). Digital media, culture and education. London: Palgrave Macmillan.
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1-23. https://doi.org/10.15173/ijsap.v1i1.3119
Merton, R., Fiske, M., & Kendall, P. (1990). The focused enterview: A manual of problems and procedures. New York: Free Press.
Moje, E., McIntosh Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everday funds of knowledge and Discourse. Reading Research Quarterly, 39(1), 38-70. https://doi.org/10.1598/RRQ.39.1.4
Opdenakker, R. (2006). Advantages and disadvantages of four interview techniques in qualitative research. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 7(4). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/175/391
Patton, M. (1990). Qualitative evaluation and research methods (2nd ed). Newbury Park: SAGE.
Rubin, H. J. & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data (2nd ed.). New York: Sage Publication.
Ryan, P., & Dundon, T. (2008). Case research interviews: Eliciting superior quality data. International Journal of Case Method Research & Application, (4).
Universities UK. (2017). Education, consumer rights and maintaining trust: What students want from their university. London. Retrieved from https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/what-students-want-from-their-university.aspx
Wenstone, R., (2013). A manifesto for partnership. London.
Whitchurch, C. (2008). Shifting identities and blurring boundaries: The emergence of third space professionals in UK higher education. Higher Education Quarterly, 62(4), 377-396. https://doi.org/10.1111/j.1468-2273.2008.00387.x
Williams, J. (2013). Consuming higher education: Why learning can’t be bought. London: Bloomsbury
Woodall, T., Hiller, A., & Resnick, S. (2014). Making sense of higher education: Students as consumers and the value of the university experience. Studies in Higher Education, 39(1), 48-67. https://doi.org/10.1080/03075079.2011.648373
Wortham, S. (2004). The interdependence of social identififcation and learning. American Education Research Journal, 41(3), 715-750. https://doi.org/10.3102%2F00028312041003715
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Published
2019-09-19
How to Cite
Kenway, A., Wilkinson, P., & Dowden-Smith, K. (2019). Students as contested: Exploring issues of student identity and identification in educational spaces. International Journal for Students as Partners, 3(2), 11–26. https://doi.org/10.15173/ijsap.v3i2.3770
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