Higher Education, de-centred subjectivities and the emergence of a pedagogical self among Black and Muslim students
Harris, Pete, Haywood, Chris and Mac an Ghaill, Mairtin (2016) Higher Education, de-centred subjectivities and the emergence of a pedagogical self among Black and Muslim students. Race Ethnicity and Education, 20 (3). pp. 358-371. ISSN 1361-3324
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Abstract
This article explores late modern Black and Muslim young men’s and women’s experiences of higher education. Carrying out qualitative research with 14 male and female young people, these students claimed that their Youth and Community Work course at their university made available an alternative representational space, enabling them to develop a major transformation of their sense of identity and self. In deploying the term pedagogical self, we are attempting to capture their naming pedagogy as central, in their terms, to the ‘reinvention of their selves’. We conclude by suggesting that our research participants’ narratives are located within an exploration of late modern identity and the self in higher education. In turn, this enables us to reflect on a generational shift in meanings around racialization and difference in thinking about the future of higher education in Britain.
| Item Type: | Article |
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| Additional Information: | This is an Accepted Manuscript of an article published by Taylor & Francis in Race Ethnicity and Education on 07 December 2016, available online: http://www.tandfonline.com/10.1080/13613324.2016.1260234. |
| Divisions: | Faculty of Education > Department of Education, Multi-professional Practice and Early Childhood |
| Depositing User: | Jane Faux |
| Date Deposited: | 21 Nov 2016 14:54 |
| Last Modified: | 07 Jul 2018 05:10 |
| URI: | https://newman.repository.guildhe.ac.uk/id/eprint/14364 |
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