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Juggling Rhythms
Working-Student Life in the 21st Century
Series: - The Knowledge Economy and Education, Volume: 13
Author:
As in many European countries, the majority of undergraduates in Canada work while studying. However, little research has examined how they juggle school and work. This book draws on original research to address this gap. It moves from studentsâ day-to-day survival strategies to engage larger questions including how students prepare for volatile labour markets and the effects of the COVID-19 pandemic. Taylor draws on âcircus artsâ metaphors to argue that twenty-first century skills include the ability to juggle competing demands, to balance studies and various forms of work, and to learn boundaries and the limits of oneâs flexibility. Although studentsâ experiences are diverse, commonalities indicate areas where more attention and support are needed from policy-makers, educators, and scholars of education.
Alison Taylor is a professor in Education at the University of British Columbia. She has published monographs, journal articles, and book chapters on studentsâ transitions to work and community-engaged learning, including Vocational Education in Canada (Oxford, 2016).
Acknowledgements
List of Abbreviations
1 Transitions Then and Now: A Biographic Perspective
â1 Introduction
â2 Investing in Education ⦠and More Education
â3 Studying Working Students
â4 Book Themes
â5 Organization of the Book
2 Student as Consumer, Investor, and Juggler
â1 Introduction
â2 The Student as Consumer
â3 The Student as Investor
â4 Education as Gift, Self-Appreciation, and Creative Human Activity
â5 The Student as Juggler
3 Working Students and the Paradoxes of Time
â1 Introduction
â2 Research on Work Intensity
â3 Research on Work-Study Roles
â4 Students and Lived Time
â5 Concluding Comments
4 Student as Juggler
â1 Introduction
â2 Conceptual and Analytical Influences
â3 The Juggling Rhythms of Eight Students
â4 Discussion and Conclusion: Comparing Juggling Rhythms
5 Student as High-Wire Walker
â1 Introduction
â2 Conceptual and Analytical Influences
â3 The High-Wire Walking of Nine Students
â4 Comparing High-Wire Walking
6 Student as Contortionist and Sword Swallower
â1 Introduction
â2 Conceptual and Analytical Influences
â3 How Ten Students Bend
â4 Comparing Contortion and Sword Swallowing
7 Concluding Thoughts about Work, Studies, and Circus Arts
â1 Learning to Labour and Labouring to Learn
â2 Education as Gift (or, Beyond the Human Capital Ledger) and University as Model Employer
Appendix A: Student Cases in Chapters 4 to 6 (N = 27)
References
Index
List of Abbreviations
1 Transitions Then and Now: A Biographic Perspective
â1 Introduction
â2 Investing in Education ⦠and More Education
â3 Studying Working Students
â4 Book Themes
â5 Organization of the Book
2 Student as Consumer, Investor, and Juggler
â1 Introduction
â2 The Student as Consumer
â3 The Student as Investor
â4 Education as Gift, Self-Appreciation, and Creative Human Activity
â5 The Student as Juggler
3 Working Students and the Paradoxes of Time
â1 Introduction
â2 Research on Work Intensity
â3 Research on Work-Study Roles
â4 Students and Lived Time
â5 Concluding Comments
4 Student as Juggler
â1 Introduction
â2 Conceptual and Analytical Influences
â3 The Juggling Rhythms of Eight Students
â4 Discussion and Conclusion: Comparing Juggling Rhythms
5 Student as High-Wire Walker
â1 Introduction
â2 Conceptual and Analytical Influences
â3 The High-Wire Walking of Nine Students
â4 Comparing High-Wire Walking
6 Student as Contortionist and Sword Swallower
â1 Introduction
â2 Conceptual and Analytical Influences
â3 How Ten Students Bend
â4 Comparing Contortion and Sword Swallowing
7 Concluding Thoughts about Work, Studies, and Circus Arts
â1 Learning to Labour and Labouring to Learn
â2 Education as Gift (or, Beyond the Human Capital Ledger) and University as Model Employer
Appendix A: Student Cases in Chapters 4 to 6 (N = 27)
References
Index
Academic researchers & students in university faculties of education and faculties of arts (in particular, sociologists of education). College instructors and students in related fields. Researchers of qualitative and mixed methods research. Students Affairs professionals in post-secondary education. Policy makers.