@article{Hougaard_2013, title={Making sense of the community college: interrogating belongingness}, volume={14}, url={https://tidsskrift.dk/outlines/article/view/9792}, DOI={10.7146/ocps.v14i2.9792}, abstractNote={Drawing on the transformative potential of critical-theoretical learning grounded in the CHAT<br />framework of recognizing the bi-directional relationship between learning and development, the<br />present paper is an investigation of how nine American community college students participating<br />in a critical learning community (Peer Activist Learning Community) make sense of and position<br />themselves towards the pursuit of higher education. The paper has two key findings: (1) students<br />primarily draw on vocational discourse paired with a conceptualization of learning as rote<br />learning (i.e. memorization and acquisition of skills) in making sense of their pursuit of higher<br />education, and (2) students embody a transitional positioning toward the community college,<br />which poses the ontological challenge of belonging to an academic institution while seeking to<br />negate this belonging. The findings are framed and discussed in particular through the lens of the<br />transformative activist stance (Stetsenko) with an emphasis on the recognition of education as the<br />process of becoming human as well as with a focus on the transformative potential of meaningful<br />learning experiences. I conclude by suggesting the need for transforming the aim of retention<br />studies as well as put forward the suggestion of re-conceptualization the concept of belongingness<br />in educational psychology in light of the CHAT framework.}, number={2}, journal={Outlines. Critical Practice Studies}, author={Hougaard, Naja Berg}, year={2013}, month={Oct.}, pages={29–53} }