Cartographies of belonging: mapping nomadic narratives of first-year students

International students in the first years of senior secondary schooling in Australia: Longing for belonging

“…It is commonly used in combination with other descriptors (for example: acceptance, wellbeing, connectedness) when researchers investigate the extent to which students feel a sense of comfort, or acceptance (May, 2011) in a place that is not their official 'home'. Related discussions (commonly influenced by the ontological perspectives associated with psychology) often position belonging as a basic human need; a need that can only be meet if we feel welcome, included, respected, valued, safe, supported and secure (Guyotte et al, 2019). In this tradition, researchers have reported tertiary international students desire "a sense of belonging through integration with the local community" that doesn't conflict with existing "social, cultural and religious identities" (Gomes & Tran, 2017, p. 286).…”

A quantitative exploration of engineering students’ professional identification

“…[2] On a more general level, research literature emphasises how constructing stable senses of selves and being able to separate oneself from others is fundamental for how we lead our lives. [3] For adults, the workplace and one's professional identity therefore becomes perhaps the most influential source for the ongoing negotiations of identities and (self-)perceptions. [4] Consequently, higher education emerges as a significant arena for adults' identity constructions, especially in terms of professional socialisation and identification.…”

“…[4] Consequently, higher education emerges as a significant arena for adults' identity constructions, especially in terms of professional socialisation and identification. [3,5] From a sociocultural perspective, identity is both social and personal, as well as dynamic and ongoing, embedded in the surrounding contexts, and can be viewed as the result of dynamic mediation and negotiation between individual behaviours, social contexts and cultural structures. [4] 'Professional identity' thus, reflects the sense identification to or with a profession or field, on both a personal and social level.…”

“…[4] 'Professional identity' thus, reflects the sense identification to or with a profession or field, on both a personal and social level. [3] Research on professional identity also shows that a strong sense of belonging to one's field and identification with one's professional 'group' can affect several aspects of life, such as general wellbeing and self-esteem, as well as job-satisfaction and work performance. [5,6] However, Daniels and Booker argue that higher education research generally puts too much emphasis on professional identity as an end 'goal' rather than exploring the ongoing socialization in the everyday practices of university students.…”

Nomadic Ethics

“…Rosi Braidotti's nomadic ethics (2008;2013;, and concepts of ghosts, hauntology, and disjointed time posed by Jacques Derrida (1999), Karen Barad (2010), and Shantel Martinez (2016) will help me as I work through these questions of ethics and representation. As I endeavour to become an embodied, embedded, and accountable nomadic subject, I ought to consider the ethics of my engagement with the more-thanhuman assemblage of the text ought to be considered (Guyotte et al, 2019;Kuecker, 2020). To me, Derrida's conception of a hauntology adds depth to Braidotti's nomadic ethics with regard to the assemblage of the text and how I might reanimate, re-embody, and re-embed the ghosts in the text.…”