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Troubling transitions and celebrating becomings: from pathway to rhizome

Gravett, Karen (2019) Troubling transitions and celebrating becomings: from pathway to rhizome Studies in Higher Education. pp. 1-12.

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Abstract

Student transitions are a central part of higher education policy and practice internationally. However much of the work within this important area is underpinned by unquestioned and limited assumptions of what transition as a concept might mean. Moreover, too often understandings of transition defer to narratives that sustain a stereotypic understanding of students’ experiences. This study contributes to a major shift in our understanding of the notion of transition. In order to do so, I draw upon Meyer and Land’s theory of threshold concepts, and from the philosophy of Deleuze and Guattari, to contest established understandings of students’ experiences. I propose a new approach to re-theorising and doing transition comprising three intertwined perspectives: transitions as rhizomatic; transitions as troublesome; and transitions as becoming. The article ends with a consideration of how these concepts could impact upon practice and offers an agenda for further research.

Item Type: Article
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Gravett, KarenK.Gravett@surrey.ac.uk
Date : 15 November 2019
DOI : 10.1080/03075079.2019.1691162
Copyright Disclaimer : © 2019 Taylor & Francis
Uncontrolled Keywords : Transitions; Higher education; Becoming; Rhizome; Threshold concepts
Depositing User : Clive Harris
Date Deposited : 09 Dec 2019 10:56
Last Modified : 27 Apr 2020 15:34
URI: http://epubs.surrey.ac.uk/id/eprint/853245

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