Student as High-Wire Walker

Alison Taylor

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Chapter 5 Student as High-Wire Walker

于Juggling Rhythms

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Alison Taylor

Alison Taylor
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类型:: 章节

Page Range:: 127–170

DOI:: https://doi.org/10.1163/9789004731745_005

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Abstract

Chapter 5 recruits the metaphor of high-wire walking to explore how students learn what is required to maintain equilibrium while moving toward their goals. High-wire walkers need to develop balance, discipline, the ability to adjust, and spatial awareness. Those without safety nets also require a high tolerance for risk. While the juggling metaphor in Chapter 4 focused on the kind and number of items that students juggle, the high-wire metaphor looks more closely at their adjustments over time and the resources they require to maintain equilibrium. Since working as a student is now commonplace, the majority of undergraduates need to balance studies and work. Student narratives in this chapter suggest that women, students with disabilities, and international students may also be juggling care and acculturation work. This chapter presents the narratives of nine students who include some of the more vulnerable participants in the HWS study because of social differences and biographies.

The metaphor of high-wire walking captures the sense of insecurity and risk felt by vulnerable students before the pandemic and by most students during it (Taylor, 2022a). Most students see education, work, and their combination as risky activities that require nerve, balance, and control since they are seen as high stakes. Although most feel pressure to keep moving and to avoid being pulled too much in one directi on or the other, their orientations and trajectories vary and are in flux. The discussion of individual case studies in this chapter explores questions about what disturbs different students’ equilibrium, how do they adjust, and what supports are different students able to recruit in their walk along the wire? Narratives confirm that students’ material and social resources affect their ability to take on and respond to risk in different domains of their lives. My discussion reinforces the idea that those whose lives are least predictable and most precarious face more pressure to seek and seize opportunities, develop their own supports, and create or demand a space for themselves within institutions. The need for universities to do more to recognize the divergent situations of students and to better support the most vulnerable is clear.

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Juggling Rhythms

Working-Student Life in the 21st Century

丛编： The Knowledge Economy and Education, 卷： 13

ISBN:: 9789004731745

出版社:: Brill

印刷出版日期:: 16 May 2025

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- Education
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Chapter 5 Student as High-Wire Walker

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Juggling Rhythms

Working-Student Life in the 21st Century

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