Framing the geographies of higher education participation: schools, place and national identity
Abstract
This paper considers the role of schools, place and national identity in shaping the ways in which young people make sense of the geography of higher education choice in the Welsh context. Drawing on two qualitative studies, it illustrates how attachment to nationhood and localities, as well as the internal processes of schools, bear upon the geographical mobility of young people living in Wales. The analyses suggest that this choice‐making process, and the ways in which young people rationalised these decisions about where to study, varies according to where they lived and which school they attended. The paper illustrates the importance of moving beyond exclusively social‐class based analyses of university choice making and embracing the significance of school and place in young people's geographical mobility.
Number of times cited: 7
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