Studentification and 'apprentice' gentrifiers within Britain's provincial towns and cities: extending the meaning of gentrification

This paper focuses on processes of studentification, and explores the link between higher education students and contemporary provincial gentrification. The paper provides two main, interconnected, contributions to advance debates on gentrification. First, the discussion appeals for wider temporal analyses of the lifecourses of gentrifiers to trace the formation and reconfiguration of the cultural and residential predilections of gentrifiers across time and space. With this in mind, it is argued that there is a need to rethink the role of students within the constraints of third-wave gentrification, and to consider how 'student experiences' may influence the current and future residential geographies of young gentrifiers within provincial urban locations. Drawing upon recent studies of studentification, it is asserted that this profound expression of urban change is indicative of gentrification. Second, the paper advances Clark's recent call to extend the term gentrification to embrace the wider dominant hallmarks and tendencies of urban transformations. Controversially, in light of a deepening institutionalisation of gentrification, we contend that gentrification can be most effectively employed at a revised conceptual level to act as a referent of the common outcomes of a breadth of processes of change.

Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education

This article reports on research which identified perceptions of reading and the teaching of reading held by trainee teachers and the impact on my provision as a teacher educator. It found that students’ past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, I am not able to give students long experience of seeing children becoming readers, but I am able to give them richer experiences of reading in personally and culturally relevant contexts. This has implications for the nature of subject knowledge required by a student teacher of reading and the curriculum and practice of teacher education.

RedGloo: Experiences of developing and using an emerging technology in higher education

Student life has change a lot since 2005 when the idea to create a Social Network Service (SNS) for students in the School of Systems Engineering at the University of Reading was conceived and went live in 2006, called RedGloo.