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The paper examines the extent to which diversity in the backgrounds of students and diversity in the forms and characteristics of universities combine to produce diversities in learning experiences and outcomes. It draws on a recent major national study in the UK which has been investigating how student learning is mediated by a series of social and organisational factors. Fifteen case studies of student experiences in different universities lay at the heart of the study and provide extensive qualitative and quantitative evidence about the realities of diversity in UK higher education. The paper reports both diversities and commonalities in the student experience and its outcomes, some of which challenge the predominantly hierarchical and reputational conceptions of diversity and differentiation currently dominant in debates about UK higher education. The student 'voice' on these matters as reported here does not fully coincide with current policy priorities and 'voices'. Student perceptions of the ways in which they have changed as a result of the experience of higher education embrace a range of factors within which the social and the personal are at least as important as the academic. Although the focus in this paper is on student learning on undergraduate degrees in the biosciences, business studies and sociology, a model of university learning contexts and settings is presented which may have wider applicability to achieving a better understanding of higher education's increasing diversity. [ABSTRACT FROM AUTHOR]

This paper examines the increasing interest of Swedish schools to construct, analyze, assess and control the individual progression and social integration of students using biographical registers. I argue that this tendency - involving biography as a form of governance - can be seen as a revision of early 20th-century biographical research by the Chicago School of Sociology. In this paper I consider the theoretical, methodological and political background of the Chicago work in order to compare it to the Swedish use of student biographies. Their current use involves a twofold subjectification of students - as "objects" of assessment and as "relays" for assessment. Finally, this subjectivity is understood in relation to international initiatives in education restructuring where new ways of governing - often labeled as progressive - impose social control, heighten individual responsibility and, not least, create new forms of social exclusion. [ABSTRACT FROM AUTHOR]

In this paper I explore the process of subjectification (sometimes also called subjectivation, or simply, subjection) through which one becomes a subject—a process that Butler describes in terms of simultaneous mastery and submission, entailing a necessary vulnerability to the other in order to be. I examine the conceptual work Butler has undertaken to extend the Foucauldian concept of subjectification, and I draw on some encounters between teachers and their students in order to make these processes of subjectification understandable in the context of education. I conclude the paper with some notes toward an ethics of classroom practice. [ABSTRACT FROM AUTHOR]

In this paper, we argue that education and the possibility of becoming educated are in tension with sexuality in schools and that, consequently, students tend either to suppress all kinds of knowledges—embodied and otherwise—that are neither welcome nor recognised within the formal contexts of schooling or debar themselves from success in terms of educational achievement. Students embody identities both as learners and as sexual subjects. Discourses of sexuality and education, therefore, come together in embodied ways. The difficulty for students arises from the discursive and semiotic construction of schools as being on the “rational”, “mind” side of the “mind–body” split, which typifies modernist, Enlightenment thinking. The paper examines specific ways in which four girls produce themselves in dialogue with, on the one hand, official (Governmental and school) discourses of “standards” and “achievement” and, on the other, particular powerful constructions of sexuality. [ABSTRACT FROM AUTHOR]

In order to teach on the basis of the genetic approach. one should undertake an analysis consisting of the following two stages: (I) a genetic elaboration of the subject matter and (2) an analysis of the arrangement of the material. including a consideration of various ways of representing it and its effect on students. The genetic elaboration of subject mailer consists of the analysis of the subject From tour points of view: historical, logical. psychological, and socio-cultural. Also important is the epistemological analysis of the subject. This paper describes the design of the system of study of the concepts of Euclidean ring and equivalence relation. [ABSTRACT FROM AUTHOR]