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The human focus of this study is the experiences of a group of six mainly non-traditional entry students within an emergent subject, Education Studies. Recent years have seen an expansion of Education Studies as a degree programme distinct from teacher-training in the UK. As a 'new' or reoriented subject in higher education little is known of student aspirations, experiences of how they develop through the degree or engage with the subject. This longitudinal case study is an exploration of student journeys through the degree of Education Studies. Interviews with students are the starting point for this exploratory case study. An analysis of literature focuses on how policy and academic concerns shape conceptions of knowledge, studentship, learning and purposes of a university education located in the fluid networks of relations between the fields of power, fields and habitus. Analysis of data traces how students and Education Studies are influenced as they strive to survive and transform. Six student case stories are analysed in the findings. Each case story illuminates the diversity and detail of student responses to being in the habitus of Education Studies. The findings indicate that student survival and transformation is influenced by the extent to which Education Studies 'fits' with their perceptions of the purpose and relevance of their studies, the perceived safety of habitus of Education Studies and how they negotiate 'ill' defined forms of knowledge within habitus and fields to 'fit' with their preference for practice-based knowledge for teaching. Three critical cases illustrate how the habitus of Education Studies continues to marginalise some students. As this case study developed the gap between student and academic perceptions of knowledge became a significant trigger for re-evaluting forms of knowledge in Education Studies and exploring how Education Studies might move towards a transformative pedagogy. |
