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Transitions — Attributes, Essences and Distinctions

  • David Scott
  • Gwyneth Hughes
  • Carol Evans
  • Penny Jane Burke
  • Catherine Walter
  • David Watson

Abstract

In this chapter we identify and explore those features of transitions which are relevant to postgraduate study. These include: the transition’s structure/agency relations; its compliance capacity in relation to formal rules, regulations and norms; movement through time (all transitions are characterised by movement from one time moment (Ta)to another (Tb), and onwards to a series of other time moments (Tc to Tn)); the extent of its cultural embeddedness (this refers to factors such as duration, intensity, import, etc.); the transition’s pathologising capacity (i.e. whether and to what extent the transition is understood as a normalising and thus pathologising mechanism); its position in the life-course; its focus (e.g. learning transitions which refer to issues such as familiarity, receptiveness, assimilation, negotiation, rearrangement, formalisation, assessment/accreditation and the like); how knowledge is constructed during the transition (e.g. the development of instrumental forms of knowledge); and how the transition relates to some end-point. Finally, we focus on those characteristics of transitions which refer to moments in the development of the subjective normative authority of the learner.

Keywords

Learn Transition Learning Episode Discursive Formation Quality Assurance Mechanism High Education Expansion 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© David Scott, Gwyneth Hughes, Carol Evans, Penny Jane Burke, Catherine Walter and David Watson 2014

Authors and Affiliations

  • David Scott
  • Gwyneth Hughes
  • Carol Evans
  • Penny Jane Burke
  • Catherine Walter
  • David Watson

There are no affiliations available

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