This timely volume explores the ways that university institutions affect the experiences of student carers and how student carers negotiate the (often conflicting) demands of care and academic work.
This timely volume explores the ways that university institutions affect the experiences of student carers and how student carers negotiate the (often conflicting) demands of care and academic work.
The book maps the experiences of student carers in academic cultures, exploring the intersectional ways in which gender, class, race and other social categories define who can take up a position as a student and a carer. It is framed by concerns of equity and diversity in higher education and ways that diverse people with wide-ranging care responsibilities are able to access and engage with degree-level study. The book promotes the idea of a more inclusive and equitable higher education environment and supports the emergence of more ‘care-full’ academic cultures which value and recognise care and carers.
The book will be highly relevant reading for academics, researchers and post-graduate students with an interest in higher education, social justice, gender studies and caring responsibilities. It will also be of interest to postgraduate students in sociology of education as well as higher education policymakers.
List of illustrations. Editors. List of Contributors. Acknowledgements.
1.Introduction.
2. Affective equality in higher education: Resisting the
culture of carelessness.
3. Negotiating embodied aspirations: Exploring the
emotional labour of higher education persistence for female caregivers.
4.
Belonging, space and the marginalisation of university childcare.
5. Anything
but carelessness: Employed student-mothers experiences of low-status
vocational higher education.
6. A space for me, but what about my family?:
The experiences of Gypsy, Roma and Traveller student carers in UK higher
education.
7. Resisting colonisation: Indigenous student-parents experiences
of higher education.
8. How the caring chain impacts the decision to study
abroad, overseas experiences and career plan: A narrative analysis about a
Chinese single mother.
9. Doctoral carers: Tracing contradictory discourses
and identifying possibilities for a more care-full doctoral education.
10.
Fragmented perceptions of institutional support for food-insecure
student-parents.
11. 'Its not only me doing things for me: Conference
participation for doctoral students with caring responsibilities.
12.
Conclusion. Index.
Genine Hook is Adjunct Lecturer at the University of New England, Australia.
Marie-Pierre Moreau is Professor of Education and Education Research Lead at Anglia Ruskin University, UK.
Rachel Brooks is Professor of Sociology at the University of Surrey, UK.
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