Brooks, R;
(2019)
Asserting the nation: the dominance of national narratives in policymakers’ constructions of higher education students.
Sociological Research Online
10.1177/1360780419871577.
(In press).
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Abstract
Drawing on interviews with 26 higher education ‘policy influencers’ from six European countries (Denmark, England, Germany, Ireland, Poland and Spain), this article considers the ways in which students were commonly understood by this particular group of social actors. It argues that, although a number of the characteristics of contemporary students identified by the interviewees are evident across many nation-states within Europe, they were frequently discussed and explained in terms of very distinct ‘national narratives’, with policy influencers often making reference to their country’s specific history and culture. The implications of such narratives for European higher education and geopolitical relations more generally are explored.
| Type: | Article |
|---|---|
| Title: | Asserting the nation: the dominance of national narratives in policymakers’ constructions of higher education students |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/1360780419871577 |
| Publisher version: | https://doi.org/10.1177/1360780419871577 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | higher education, students, policy, national narratives, Europe |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10079895 |
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