Positioning and repositioning in higher education: first year students engaging with the world

References

• Adkins, Mary-Rose, Gail Crimmins, Gregory Nash, Lee-Anne Bye, Florin Oprescu, Ann Robertson, Richard Bond, and Janet Turley. 2015. “Managing a MOCC: Key Considerations for a Successful Massive On-Campus Course.” Proceedings of the 2015 Tertiary Education Management Conference, Wollongong, NSW.
   Google Scholar
• Biesta, Gert. 2011. Learning Democracy in School and Society: Education, Lifelong Learning, and the Politics of Citizenship. Rotterdam: Sense.
   Google Scholar
• Biesta, Gert. 2015. “The Duty to Resist: Redefining the Basics for Today´s Schools.” RoSE–Research on Steiner Education 6:1–11.
   Google Scholar
• Biesta, Gert. 2022. World-Centred Education: A View for the Present. New York: Routledge, Taylor & Francis Group.
   Google Scholar
• Clifton, Jennifer, and Bob Fecho. 2018. “Being, Doing, and Becoming: Fostering Possibilities for Agentive Dialogue.” In The Dialogical Self Theory in Education: A Multicultural Perspective, edited by Frans Meijers and Hubert Hermans, 19–33. Springer, Cham. https://doi.org/10.1007/978-3-319-62861-5_2.
   Google Scholar
• Cowell, Gillian, and Gert Biesta. 2016. “From Mapreading to Mapmaking: Civic Learning as Orientation, Disorientation and Reorientation.” Policy Futures in Education 14 (4): 431–51. https://doi.org/10.1177/1478210316636703.
   Web of Science ®Google Scholar
• Fecho, Bob. 2013. “Globalization, Localization, Uncertainty and Wobble: Implications for Education.” International Journal for Dialogical Science 7 (1): 115–28.
   Google Scholar
• Håkansson, Michael, Katrien Van Poeck, and Leif Östman. 2019. “The Political Tendency Typology: Different Ways in Which the Political Dimension of Sustainability Issues Appears in Educational Practice.” In Sustainable Development Teaching, edited by Johan Öhman, Katrien Van Poeck, and Leif Östman, 103–14. Oxford: Taylor & Francis.
   Google Scholar
• Hasslöf, Helen, and Claes Malmberg. 2015. “Critical Thinking as Room for Subjectification in Education for Sustainable Development.” Environmental Education Research 21 (2): 239–55. https://doi.org/10.1080/13504622.2014.940854.
   Web of Science ®Google Scholar
• Hermans, Hubert J. M. 2001. “The Construction of a Personal Position Repertoire: Method and Practice.” Culture & Psychology 7 (3): 323–66. https://doi.org/10.1177/1354067X0173005.
   Web of Science ®Google Scholar
• Hermans, Hubert J. M. 2022. Liberation in the Face of Uncertainty: A New Development in Dialogical Self Theory. Cambridge: Cambridge University Press.
   Google Scholar
• Hermans, Hubert J. M., and Rob Bartels. 2021. Citizenship Education and the Personalization of Democracy. New York: Routledge, Taylor & Francis Group. https://lccn.loc.gov/2020029653.
   Google Scholar
• Hermans, Hubert J.M., and Agnieszka Hermans-Konopka. 2010. Dialogical Self Theory: Positioning and Counter-Positioning in a Globalizing Society. Cambridge: Cambridge University Press.
   Google Scholar
• Hesen, Robbert, Arjen E. J. Wals, and Rebekah L. Tauritz. 2022. “Creating a Sense of Community and Space for Subjectification in an Online Course on Sustainability Education During Times of Physical Distancing.” International Journal of Sustainability in Higher Education 23 (8): 85–104. https://doi.org/10.1108/IJSHE-07-2021-0270.
   Web of Science ®Google Scholar
• James, Aleya. 2014. “Implementing a ‘Pedagogy of Interruption’: Worth the Risk.” Learning and Teaching in Higher Education: Gulf Perspectives 11 (2): 115–41. https://doi.org/10.18538/lthe.v11.n2.205.
   Google Scholar
• Jasper, C., H. Moore, L. Whittaker, and Alex Gillespie. 2011. “Methodological Approaches to Studying the Self in its Social Context.” In Handbook of Dialogical Self Theory, edited by Hubert J. M. Hermans and Gieser Thorsten, 319–334. Cambridge: Cambridge University Press.
   Google Scholar
• Kift, Sally, and Karen Nelson. 2005. Higher education in a changing world: Research and Development in Higher Education - Proceedings of the 28th Higher Education Research and Development Society of Australasia Annual Conference, Sydney, July 2005. https://www.herdsa.org.au/research-and-development-higher-education-vol-28.
   Google Scholar
• Ligorio, M. Beatrice. 2010. “Dialogical Relationship Between Identity and Learning.” Culture & Psychology 16 (1): 93–107. https://doi.org/10.1177/1354067X09353206.
   Web of Science ®Google Scholar
• Mannion, Greg, Gert Biesta, Mark Priestley, and Hamish Ross. 2011. “The Global Dimension in Education and Education for Global Citizenship: Genealogy and Critique.” Globalisation, Societies and Education 9 (3–4): 443–56. https://doi.org/10.1080/14767724.2011.605327.
   Google Scholar
• Matheson, Ruth, and Mark Sutcliffe. 2018. “Developing Belonging, Community and Creating Professional Identity.” In Transition In, Through and Out of Higher Education: International Case Studies and Best Practice, edited by Ruth Matheson, Sue Tangney, and Mark Sutcliffe, 31–45. Oxon: Routledge.
   Google Scholar
• Meijers, Frans, and Hubert Hermans, eds. 2018. The Dialogical Self Theory in Education: A Multicultural Perspective. Edited by Giuseppina Marsico. Vol. 5, Cultural Psychology of Education. Cham: Springer International. https://doi.org/10.1007/978-3-319-62861-5_2.
   Google Scholar
• Merriam, Sharan B., and Elizabeth J. Tisdell. 2015. Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: John Wiley & Sons.
   Google Scholar
• NVivo 12. 2020. QSR International Pty Ltd.
   Google Scholar
• Ryan, Alex, and Daniella Tilbury. 2013. Flexible Pedagogies: New Pedagogical Ideas. London: Higher Education Academy.
   Google Scholar
• Ryökkynen, Sanna, Antti Maunu, Raija Pirttimaa, and Elina K Kontu. 2022. “Learning About Students’ Receiving Special Educational Support Experiences of Qualification, Socialization and Subjectification in Finnish Vocational Education and Training: A Narrative Approach.” Education Sciences 12 (2): 66–81. https://doi.org/10.3390/educsci12020066.
   Web of Science ®Google Scholar
• Tangney, Sue, and Valerie Clifford. 2018. “Developing Self.” In Transition In, Through and Out of Higher Education: International Case Studies and Best Practice, edited by Ruth Matheson, Sue Tangney, and Mark Sutcliffe, 166–95. Oxon: Routledge.
   Google Scholar
• Van Poeck, Katrien, and Leif Östman. 2020. “The Risk and Potentiality of Engaging with Sustainability Problems in Education – A Pragmatist Teaching Approach.” Journal of Philosophy of Education 54 (4): 1003–18. https://doi.org/10.1111/1467-9752.12467.
   Web of Science ®Google Scholar