Introduction to the special issue: School and life experiences of highly mobile students: Phenomenology, risk, and resilience

2020 ◽  
Vol 57 (12) ◽  
pp. 1791-1797
Author(s):  
Michael L. Sulkowski ◽  
Kurt D. Michael
Keyword(s):  
Life Experiences ◽  
Risk And Resilience ◽  
Special Issue ◽  
Mobile Students ◽  
Highly Mobile Students

Educating Homeless and Highly Mobile Students: Implications of Research on Risk and Resilience

2015 ◽  
Vol 44 (3) ◽  
pp. 315-330 ◽  
Author(s):  
Ann S. Masten ◽  
Aria E. Fiat ◽  
Madelyn H. Labella ◽  
Ryan A. Strack
Keyword(s):  
Risk And Resilience ◽  
Mobile Students ◽  
Highly Mobile Students

scholarly journals Phenomenological approaches to personal identity

2021 ◽  
Author(s):  
Jakub Čapek ◽  
Sophie Loidolt
Keyword(s):  
Personal Identity ◽  
Life Experiences ◽  
The Self ◽  
Special Issue ◽  
The Social ◽  
Phenomenological Perspective ◽  
Nineteenth And Twentieth Centuries ◽  
Continental Tradition ◽  
The Individual ◽  
Temporal Becoming

AbstractThis special issue addresses the debate on personal identity from a phenomenological viewpoint, especially contemporary phenomenological research on selfhood. In the introduction, we first offer a brief survey of the various classic questions related to personal identity according to Locke’s initial proposal and sketch out key concepts and distinctions of the debate that came after Locke. We then characterize the types of approach represented by post-Hegelian, German and French philosophies of the nineteenth and twentieth centuries. We argue that whereas the Anglophone debates on personal identity were initially formed by the persistence question and the characterization question, the “Continental” tradition included remarkably intense debates on the individual or the self as being unique or “concrete,” deeply temporal and—as claimed by some philosophers, like Sartre and Foucault—unable to have any identity, if not one externally imposed. We describe the Continental line of thinking about the “self” as a reply and an adjustment to the post-Lockean “personal identity” question (as suggested by thinkers such as MacIntyre, Ricœur and Taylor). These observations constitute the backdrop for our presentation of phenomenological approaches to personal identity. These approaches run along three lines: (a) debates on the layers of the self, starting from embodiment and the minimal self and running all the way to the full-fledged concept of person; (b) questions of temporal becoming, change and stability, as illustrated, for instance, by aging or transformative life-experiences; and (c) the constitution of identity in the social, institutional, and normative space. The introduction thus establishes a structure for locating and connecting the different contributions in our special issue, which, as an ensemble, represent a strong and differentiated contribution to the debate on personal identity from a phenomenological perspective.

scholarly journals Diversity in the work–life interface: introduction to the special issue

2020 ◽  
Vol 39 (5) ◽  
pp. 465-478
Author(s):  
T. Alexandra Beauregard ◽  
Maria Adamson ◽  
Aylin Kunter ◽  
Lilian Miles ◽  
Ian Roper
Keyword(s):  
Life Experiences ◽  
Diversity Management ◽  
Work Life ◽  
Special Issue ◽  
Research Directions ◽  
Content Type ◽  
Introductory Article ◽  
New Research ◽  
Life Roles ◽  
Theoretical Considerations

PurposeThis article serves as an introduction to six articles featured in a special issue on diversity in the work–life interface. This collection of papers contains research that contemplates the work–life interface in different geographic and cultural contexts, that explores the work–life experiences of minority, marginalized and/or underresearched groups of workers and that takes into account diverse arrangements made to fulfill both work and nonwork responsibilities.Design/methodology/approachThis introductory article first summarizes some of the emerging research in this area, introduces the papers in this special issue and links them to these themes and ends with highlighting the importance of using an intersectional lens in future investigations of the work–life interface.FindingsThese six articles provide empirically based insights, as well as new theoretical considerations for studying the interface between paid work and personal life roles. Compelling new research directions are identified.Originality/valueIntroducing the new articles in this special issue and reviewing recent research in this area brings together the work–life interface scholarship and diversity management studies and points to the necessity for future investigations to take an intersectional and contextualized approach to their subject matter.

scholarly journals Academic Achievement Trajectories of Homeless and Highly Mobile Students: Resilience in the Context of Chronic and Acute Risk

2012 ◽  
Vol 84 (3) ◽  
pp. 841-857 ◽  
Author(s):  
J. J. Cutuli ◽  
Christopher David Desjardins ◽  
Janette E. Herbers ◽  
Jeffrey D. Long ◽  
David Heistad ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Mobile Students ◽  
Highly Mobile Students ◽  
Achievement Trajectories

Neoliberalism in Higher Education: Can We Understand? Can We Resist and Survive? Can We Become Without Neoliberalism?

2017 ◽  
Vol 17 (3) ◽  
pp. 155-162 ◽  
Author(s):  
Gaile S. Cannella ◽  
Mirka Koro-Ljungberg
Keyword(s):  
Higher Education ◽  
Service Providers ◽  
Life Experiences ◽  
Colleges And Universities ◽  
Human Beings ◽  
Special Issue ◽  
The World ◽  
Market Driven ◽  
Ways Of Thinking ◽  
Market Focus

Concern regarding capitalism, profiteering, and the corporatization of higher education is not new. A market focus that creates students as consumers and faculty as service providers has dominated global practices in colleges and universities for some time. Most recently, however, this more liberal market-driven focus has actually morphed away from a jurisdictional emphasis (with a potential focus on fairness) to forms of veridiction (neoliberal truth regimes) that legitimate intervention into all aspects of society, the environment, interpretations of the world around us, even into the physical individual bodies of human beings as well as the more-than-human. In higher education, this neoliberal saturation has led to changes that are of seismic proportion. The authors in this special issue describe their own research into, interpretations of, and life experiences as they attempt to survive within this neoliberal condition, and as they also generate counter conducts and ways of thinking without neoliberalism.

Demystifying the Stigma of Transient African American Housing Dwellers

2022 ◽  
pp. 170-180
Author(s):  
Wilbert C. Baker ◽  
Jennifer T. Butcher
Keyword(s):  
Student Achievement ◽  
African American ◽  
Low Income ◽  
African American Students ◽  
Educational Needs ◽  
Educational Support ◽  
Increase Student Achievement ◽  
Mobile Students ◽  
Highly Mobile Students ◽  
American Students

African American transient housing dwellers are the studied population in this chapter. A noted section addresses transient students, also referred to as highly mobile students, which are a group that can benefit from additional educational support at school and also in the community. As communities of people are drawn together in faith and love, churches are distinctively positioned to fill in the gap for kids and their communities. By entering into a supportive partnership with a school, they can make the kind of difference that transforms a community. According to Fulgham, every school in low-income communities has a plethora of needs, and churches likely feel compelled to meet each of them. Fulgham went on to encourage churches to prioritize their support for programs and activities that help increase student achievement. This chapter provides findings from interviews conducted with adult transient housing dwellers and suggests methods to reach transient African American students during challenging times, specifically addressing their educational needs.

Supporting the Well-Being of Highly Mobile Students

2020 ◽  
pp. 355-374
Author(s):  
Michael L. Sulkowski
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Psychosocial Functioning ◽  
Juvenile Justice System ◽  
Factor Model ◽  
Well Being ◽  
Supreme Court Decision ◽  
Residential Instability ◽  
Mobile Students ◽  
Highly Mobile Students

This chapter discusses efforts that educational and mental health professionals can take to help highly mobile students. These students often are impacted by homelessness, foster care, or the juvenile justice system. Although the needs of each respective student population differ, all highly mobile students experience residential instability, which is associated with an elevated risk for experiencing disruptions in academic and psychosocial functioning. However, consistent with a dual-factor model of mental health, many highly mobile students display considerable resilience and do not succumb to the pernicious effects of residential instability. Thus, under a multitiered system of support framework, this chapter also covers specific ways that school-based practitioners can attenuate risks while bolstering resilience to support well-being. Additionally, extant laws related to educational access and service delivery for highly mobile students are reviewed such as the McKinney–Vento Homeless Assistance Improvements Act and the Plyler v. Doe Supreme Court decision.

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