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首页> 外文学位 >Welcome to New Student Orientation!: A Thought Experiment on Alternative Models of Student Orientation(s).
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Welcome to New Student Orientation!: A Thought Experiment on Alternative Models of Student Orientation(s).

机译：欢迎来到新学生导向！：关于学生导向替代模型的思想实验。

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摘要

As a department that is ubiquitous within higher education, what does it signify to have a student 'orientation'? By, toward, around, and from what are students oriented? Through a hermeneutic phenomenology of the 'orientation' of student orientation, I aim to conceptualize the 'orientation' in the standard model of student orientation as well as conceptualize possibilities for alternative student 'orientation(s).' The works of Sara Ahmed (2006, 2007, 2010, 2012, 2014) provide the guiding theoretical framework for this study---in both her style and subjects of inquiry. Weaving together questions about subjects like diversity, others, and institutions, Ahmed's writings engage hermeneutic phenomenology to develop novel interpretations that draw from the theoretical, personal, and conceptual in order to craft new narratives about concepts that recede into the background of experiences. Mirroring Ahmed, what would happen if I were to follow student orientation around? Centering the role of interpretation, this study is a hermeneutic (interpretation) of student orientation.;Drawing from my own experiences as well as relevant literature from the tradition, I enter into the hermeneutical circle exploring the 'orientation' in the standard model of student orientation. As this inquiry invites the potential to re-envision the 'orientation' of student orientation, I cannot help but question: what is the current model of student orientation? Further, I offer the following additional research questions: in line with Ahmed, what is the primary orientation of the standard model student orientation? What does it mean when we 'orient' students? From what are students turned away? Toward what? Around what does student 'orientation' cohere? What would constitute an alternative student orientation? What are the implications for student affairs as different student orientations are compared? In orienting students, what are the straightening devices reinforcing this orientation? What bodies are extended through the standard model of student 'orientation'? What bodies are stopped? How does 'student orientation' connect with histories of orientation(s)?;Ultimately, I move to offer an alternative interpretation of student 'orientation(s)' as a public orientation. Echoing Ahmed's (2006) imagery, Masschelein and Simons (2010) speak of the world as a public table where both teacher and students can place "something on the table, as an act of deprivatization" (p. 545). At the table, the world is not simply a biological environment to be consumed by humans as zoological animals, but instead, the world provides the relational environments that supports life as biographical. Masschelein (1998) offers a directive to sustain this opening of the relational, human world, "do not forget the encounter, do not forget that life is always the life of someone" (p. 382). By placing something on the public table, the world unfolds itself through the human world of encounters, encounters that confront us with a responsibility to respond. Drawing from Masschelein and Simons alternative model of a public university, what might be made public regarding student orientation(s)? How does an alternative for student orientation(s) engage the world? What is the place of schole, or the scholastic, in this alternative model? How does an alternative student orientation(s) incorporate e-ducere, or leading out?
机译：作为高等教育中一个普遍存在的部门，对学生的“适应”意味着什么？学生的方向，方向，周围和来源是什么？通过对学生取向的“取向”的解释学现象学，我旨在概念化学生取向标准模型中的“取向”，并概念化替代学生“取向”的可能性。萨拉·艾哈迈德（Sara Ahmed）（2006、2007、2010、2012、2014）的作品为她的研究风格和研究主题提供了指导性的理论框架。艾哈迈德（Ahmed）的著作结合了关于多样性，其他事物和制度等主题的问题，并结合诠释学现象学来发展从理论，个人和概念上汲取的新颖解释，从而为后退到体验背景的概念进行新的叙述。镜像艾哈迈德（Ahmed），如果我跟随学生入学指导会怎样？以解释的作用为中心，本研究是对学生取向的诠释（解释）。根据我自己的经验以及传统的相关文献，我进入解释学圈，探索学生标准模型中的“取向”取向。由于这一探究可能会重新设想学生取向的“取向”，所以我不禁要问：当前的学生取向模型是什么？此外，我提供了以下其他研究问题：与艾哈迈德一致，标准模型学生入学取向的主要取向是什么？当我们“定向”学生时，这意味着什么？学生从什么地方被拒之门外？向什么方向？学生的“定向”围绕着什么？什么将构成替代的学生导向？比较不同的学生入学取向对学生事务有何影响？在定向学生中，哪些矫直设备可以加强这种定向？通过学生“定向”的标准模型扩展了哪些机构？什么身体停下来了？ “学生取向”如何与取向历史联系起来？；最终，我提出对学生“取向”作为公共取向的另一种解释。 Masschelein and Simons（2010）呼应艾哈迈德（Ahmed，2006）的图像，将世界描述为一个公共桌子，老师和学生都可以在桌子上放置“某些东西，作为剥夺权利的行为”（第545页）。在餐桌上，世界不仅是人类要作为动物食用的生物环境，而且世界还提供了支持生命的关系环境，如传记。 Masschelein（1998）提出了维持这种关系性人类世界开放的指示，“不要忘记相遇，不要忘记生命永远是某人的生命”（第382页）。通过在公共场所摆放某种东西，世界通过人类的相遇世界展开自我，这些相遇使我们面临着应对的责任。从Masschelein和Simons的一所公立大学的替代模型得出的信息，关于学生入学取向的信息可能会公开？以学生为导向的替代方案如何吸引世界？在这种替代模型中，粪便或学问的位置是什么？替代性的学生入学取向如何融入电子导师或引导学生？

著录项

  • 作者

    Patton, Anna L.;

  • 作者单位

    The University of North Carolina at Greensboro.;

  • 授予单位 The University of North Carolina at Greensboro.;
  • 学科 Educational philosophy.;Higher education.;Education.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 189 p.
  • 总页数 189
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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