1. Thinking spatially: dimensions of belonging in higher education Kate Thomas Research Fellow Birmingham City University SRHE Seminar International Students: Transition, Belonging and Support 20 November 2015

2. ‘At the heart of successful retention and success is a strong sense of belonging in HE for all students. This is most effectively nurtured through mainstream activities that all students participate in … our definition of ‘belonging’ is closely aligned with the concept of student engagement, encompassing both academic and social …’ (Thomas 2012, p.6) ‘Individuals’ ability to become competent members of academic and social communities of the college relies on a raft of variables including student congruency (institutional ‘fit’) and integration in academic and social spheres of the HE.’ (Tinto 1988, p.452) belonging in HE

3. ‘Belonging … is often used in a way that implies a common understanding of what belonging is and why belonging is important. Needless to say, no such common understanding exists.’ ‘Belonging connects matter to place through various practices of boundary making and inhabitation.’ ‘Practices of belonging within a place not only mark the claims of particular groups to particular territories, but in doing so, inevitably identify ‘the other’, excluding on the basis of difference, defined and implemented through relationships of power.’ (Mee and Wright 2009:772) who belongs? ‘belonging’

4. academic: disciplinary/cohort social: sports/enrichment/voluntary/leisure presence on campus/outside contact hours validated in literature, websites, institutional strategy dominant practices of belonging in HE?

5. rethinking belonging: a borderland analysis

6. rethinking belonging: thinking spatially DIASPORA SPACE HABITUS CAPITAL FIELD Brah: diasporic identities relational positioning Bourdieu: HE as structured social space; belonging as relational Massey: HEI as activity space geographies of power a progressive sense of place – multiple, complex

7. ‘Participant-generated visual materials are particularly helpful in exploring the taken-for-granted things in their research participants’ lives … involves the participants reflecting on their activities in a way that is not usually done; it gives them distance from what they are usually immersed in and allows them to articulate thoughts and feelings that usually remain implicit.’ (Rose 2014, p.27) student participants building on participatory diagramming techniques campus maps: hot/cold spots, different colours flexible – group, pair, individual – trigger for discussion on the map? off the map? mapping belonging

9. spaces between: institutional rhetoric and student experience dominant practices of belonging and negotiated engagement with space common understandings and dimensions of belonging belonging as a relational, contested, dimensional process, rather than uniform and finite. ‘belonging in HE’ – common space(s) experienced in multiple ways belonging in HE?

10. Questions? Thank you. Kate Thomas Research Fellow Birmingham City University kate.thomas@bcu.ac.uk