Life is not always linear: expanding the notion of transitions in higher education to challenge structural, static and linear processes facing Indigenous and older adult students

Abstract

This article draws on the concept of structural lag to expand the notion of transitions in higher education contexts beyond linear and age-differentiated. Research reported here responds to scholars who are taking theories of transition into conceptually new landscapes. Using a rhizomic data analysis of a doctoral research project, the idea of assemblage is reconsidered as dis-assemblage for its value in conceptualizing transition. This article demonstrates benefits for theorizing transitions as non-linear, ongoing, dynamic, fluid, and continuous to better understand the reciprocal interplay among contextual influences on students’ lived experiences. A proposition is given for higher educators to transform outdated structural lag-based practices and consider benefits of expanding theory and practice of transition towards transition as being-becoming.

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