Cuzzocrea Valentina, Krzaklewska Ewa
Department of Political and Social Sciences, Università Degli Studi Di Cagliari, Cagliari, Italy.
Institute of Sociology, Jagiellonian University in Krakow, Krakow, Poland.
High Educ (Dordr). 2023;85(3):571-585. doi: 10.1007/s10734-022-00852-6. Epub 2022 Apr 23.
This paper looks at youth mobility as an ongoing, dynamic, processual experience in the making of an educational trajectory. By exploring the experiences of students who have undertaken more than one mobility experience under the Erasmus + program, we reflect on how underlying motivations change over the course of subsequent mobility experiences. In contrast to existing research, where the focus has been on reported motivations for one-off mobility experience, we discuss the latent motivations driving super-mobile educational trajectories. In doing so, we observe the ongoing reconfiguration of these trajectories through the concept of spatial reflexivity, which results in articulated and augmentative dynamics over time. Methodologically, the paper is based on qualitative material collected in person and online with such mobile young people across Europe.
本文将青年流动视为在教育轨迹形成过程中持续、动态、具有过程性的经历。通过探究在伊拉斯谟+计划下有过不止一次流动经历的学生的体验，我们思考了潜在动机在后续流动经历过程中是如何变化的。与现有研究不同，现有研究关注的是一次性流动经历所报告的动机，而我们讨论的是驱动超级流动教育轨迹的潜在动机。在此过程中，我们通过空间反思性的概念观察这些轨迹的持续重构，这会随着时间推移产生清晰且增强的动态变化。在方法论上，本文基于与欧洲各地此类流动青年亲自收集以及在线收集的定性材料。
