Understanding Student Experience of H.E: Reconsidering the Role of Habitus and Doxa in Students' Biographies and Constructions of Learning

摘要: This paper details initial findings of a doctoral study investigating the sociocultural and learning experiences two, six female undergraduate students, in two dissimilar universities Nottingham, UK. Embedded within context British Labour government’s Widening Participation Policy (DfES 2003) initiatives, this research provides some interesting commentaries student learning, first year university, relation to Pierre Bourdieu’s notions ‘habitus’, ‘doxa’. Principally, presents an alternative way understanding student’s first-year experience higher education (H.E), light changing nature H.E Britain, thus discusses impact habitus, doxa on these students’ experience. employs theoretical framework Bourdieu Jean-Claude Passeron (1977; 1990; 1994), Stephan Ball (1986), concepts ‘cultural capital’ ‘linguistic misunderstanding’, ‘social respectively, for purpose broadening discussion about university In respect, afforded me opportunity 1) making sense data sets, 2) critically examine social cultural reproduction education, and/or as transformation issues. sum, argues at interrelated levels. Firstly, that we might think terms approach constituting critical, well as, experience, particularly H.E, Britain. By doing so be able account more appropriately notion diversity different H.E. contexts. Secondly, existing policies regarding widening access participation retention, begin there being firmly place, mechanisms masculine domination (Bourdieu 2001) which render around issues gender class problematic. Good policy, good practice needs therefore take into account, base, what I call, critical feminist perspective diverse qualitatively sociocultural, experiences.