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Pollard, Lucie and Bamford, Jan (2022) Lost in transition: student journeys and becoming—deliberations for a post-Covid era. The Curriculum Journal, 33 (3). pp. 346-361. ISSN 0958-5176
This paper offers an empathetic perspective of the cultural dynamic of migrant students’ first experiences of university, told through the student voice. It focuses on the transition of students into higher education; not always considered as part of the formal curriculum, providing a deeper understanding of students’ transition via the cultural context of their higher education experience. While this research took place prior to the covid pandemic it is clear that the emergence from the covid era will make increasing use of virtual learning platforms and transition will not necessarily take place within university buildings. If belonging was a challenge for some students prior to the pandemic, how will institutions support transition for the new pedagogy? The cultural experiences of first, second and third-generation migrant students have been scantily written about in this context. The paper contributes to current understanding by providing insights gleaned through the narrative accounts of students. Development of agency, belonging and community is framed through an approach that empowers and offers a co-learner frame, achieved through the students’ voices, offering narratives of the cultural experience of university.
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