Index
Jan Bamford
(London Metropolitan University)
Lucie Pollard
(University of the West of Scotland)
Cultural Journeys in Higher Education
ISBN: 978-1-78743-859-0, eISBN: 978-1-78743-858-3
Publication date: 27 June 2019
This content is currently only available as a PDF
Citation
Bamford, J. and Pollard, L. (2019), "Index", Cultural Journeys in Higher Education (Great Debates in Higher Education), Emerald Publishing Limited, Leeds, pp. 143-148. https://doi.org/10.1108/978-1-78743-858-320191008
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
INDEX
Academic confidence
, 64
Academic progression
, 15–16
Academic resilience
, 15
Academics
, 70–71
Academic tutor
, 15–16
Acceptable behaviour
, 4
Acculturation
, 28–29
Adaption and transition
, 45–46
Alienation and dissonance
, 123–124
Anglo-Saxon model
, 51
Authenticity
, 108–109
BAME (Black, Asian and Minority Ethnic) student
, 28–29
Barriers to higher learning
, 116–119
Becoming and belonging
, 47
Becoming itself
, 108–109
Belonging
, 17–19, 61
becoming and
, 47
and detachment
, 29–30
and identity
, 37–39
self-efficacy and
, 69
Black, Asian and Minority Ethnic (BAME) student
, 4–5, 28–29
Bridging barriers
belonging
, 17–19
institutions support
, 19–24
resiliency
, 12–17
British Education Research Association (BERA) guidelines
, 9
Caring responsibilities
, 23
Class-cultural discontinuities
, 5–6
Cognitive skills
, 72–73
Communication
, 1
and acceptance
, 14–15
patterns
, 75–77, 109, 115–116, 118–119
Community activities
, 17
‘Commuter’ phenomena
, 75–77
‘Commuter students’
, 89–90
Confidence
, 123–124
Construction process knowledge
, 112–113
Content integration
, 112–113
Coping skills
, 12–14
Cosmopolitanism
, 59–60, 111–113
attitude
, 88
engagement
, 121, 123
mind-set
, 96, 103
Cross-cultural communication
, 23–24
Cultural adaptation
, 21
and acceptance
, 85–86
Cultural barriers
, 51, 115–116
Cultural behaviours
, 99–100
Cultural capital
, 19–20, 50–51, 96, 102–103, 105–106, 122–123
Cultural classroom
, 3–6
Cultural complexity
, 112
Cultural context
, 85–86
Cultural differences
, 15, 21, 29–30, 34–36, 49–50, 90–91, 94–95, 100–101, 110–111
Cultural dislodgment
, 34
Cultural dissonance
, 23, 28–29, 78–79, 87–89, 101–102, 119–120
Cultural diverse classrooms
, 49–50
Cultural diversity
, 1, 61–62, 69, 71–72
Cultural dynamics
, 50
Cultural engagement
, 101
Cultural groupings
, 72
Cultural identification
, 60–61
Cultural identity
, 17, 30, 33–34, 61, 67, 101–103, 116–117, 122
and achievement
, 25
Cultural integration and music
, 41–42
Cultural interactions
, 8, 78–79, 86–87
Cultural journeys
, 26–27
and obstacles
, 44–47
and transitions
, 31–44
Cultural knowledge
, 17
Cultural learning
, 111–112
Culturally defined framework
, 5–6
Culturally plural learning environments
, 109–110
Culturally responsive teaching
, 118–119
Cultural meaning-making
, 27
Cultural miscommunication
, 99–100
Cultural plurality
, 111–112
Cultural realities
, 58–59
Cultural resistance
, 47
Cultural scripts
, 27, 79–80
Cultural shaping of individuals
, 109–110
Cultural transitions
, 20–21, 40–41, 69–74, 79–80
Cultural understanding in higher education
, 85–86
Culture
definition
, 3–4
and developing relationality
barriers to higher learning
, 116–119
bridging barriers and student voice
, 119–121
cosmopolitan learning environment
, 110–114
cultural identity
, 107
relationships
, 114–116
student engagement
, 105–106
Determination
, 72–73
and resilience
, 34–36
Differential attainment
, 121
Dissonance
, 92–93, 102–103, 117–118
alienation and
, 123–124
cultural
, 23, 28–29, 78–79, 87–89, 101–102, 119–120
types
, 93–94
Education
learning experience
, 26
resilience
, 20–21
Educational experience and cultural journey
, 92–93
Empathy
, 72–73
Empowering school
, 112–113
Empowerment
, 71–72
Encourage engagement
, 22–23
Enthusiasm
, 33–34
Equity pedagogy
, 112–113
Ethnic minority
, 73–74
students
, 18
External network factors
, 16
Fascination in cultures
, 57–58
‘Feeling university’
, 5–6, 49–50, 51
Freedom
, 108–109
Generation migrant communities
, 75–77
The Guardian newspaper
, 14
‘Habitus’ of higher education institutions
, 113–114
Heterogeneity
, 113–114
Higher education
culture
, 5–6
environment
, 84–85
Higher Education Academy (HEA)
, 2–3
Higher education institution (HEI)
, 2–3
‘Home’ student population
, 11–12
‘Home tribe’
, 75–77
Human capital and resilience
, 46
Humanity
, 115–116
Human social behaviour
, 17–18
Identified cultural identity
, 102–103
Identity and belonging
, 37–39
Immigrants
, 20
Indices of Multiple Depravation (IMD)
, 77–78
Individuals’ abilities and skills
, 17
Informal networks and communities
, 117–118
Institutional habitus
, 18–19
Integration/acculturation
, 20
Intercultural interactions
, 110–111
Intercultural learning
, 72–73
International mobility
, 45–46
International Students
, 26–27
‘I too am Oxford’ campaign
, 72
Knowledge enrichment
, 121
Learning
community
, 75–77
potential
, 68–69
and resilience
, 36–37
socio-cultural theories of
, 21
‘Learning from lives’
, 6–7
Linguistic ability
, 57–58
Macro level dissonance
, 93–94
Meso level dissonance
, 93–94
Methodology
, 6–9
Micro dissonance
, 93–94
Migrants
, 26–27
Migration and resilience
, 45–46
Miscommunication
, 109–110
Monocultural learning environment
, 66
Motivators for learning
, 52–53
Multicultural education
, 112–113
Multicultural experience
, 59
Multiculturalism
, 59, 111–112
Narrative
, 7
inquiry
, 7, 9
National Survey on Student Engagement (NSSE)
engagement items from
, 13–14
Nottingham Trent University Personalisation Project
, 123–124
Nurturing a culture
, 18
Passion
, 33–34
Pedagogy
, 113–114
Perception and memory
, 8–9
Persistence and motivation
, 51
Personal challenges
, 56–57
Personal engagement and resilience
, 29–30
Positivism
, 70–71
Powerlessness
, 119
Prejudice reduction
, 112–113
Prevent Policy
, 92–94
Project-based learning
, 14–15
Pseudonyms
, 9
Reception and resistance
, 30
Relationality
, 16
Religious and ethnic groupings
, 85
Religious identity
, 80–82
Resilience
, 14–15, 16–17
and adjustment
, 34–36
and coping
, 56–57
definition
, 45–46
development
, 30–31
levels
, 30–31
migration and
, 45–46
and perseverance
, 56–57
and support
, 17
Resilience-based model
, 17
Resiliency
, 12–17
Self-alienation
, 60–61
Self-confidence
, 72–73
Self-efficacy
, 12–14, 52–53
and belonging
, 69
Self-learnt knowledge
, 58–59
Self-realisation
, 55, 72–73
Self-segregation
, 72
Self-worth
, 70–71
Sense of positivism
, 70–71
Sense of resourcefulness
, 12–14
Social activities
, 75–77
Social and cultural capital
, 52
Social capital
, 5–6, 61
Social competence
, 14–15
Social interactions
, 17, 20–21, 27
Socialisation
, 75
Social structure
, 112–113
Stoicism
, 111–112
Story-telling
, 6–7
Stress
, 15
Struggling alone
, 40
Students’
cultural journeys
, 105–106
engagement
, 109
resilience
, 30–31
satisfaction
, 14
social adaption
, 85
Themes and narratives
, 27–28
Transitions in cultural terms
, 27–28
University
experience
, 27–28
learning community
, 75–77
support
, 40
Unstructured in-depth interviews
, 8
US National Survey on Student Engagement (NSSE)
, 11–12
‘White culture’
, 66