ABSTRACT
The framing of the question 'What do you want to be when' implies some sort of fixed identity, which, once established, can be worked towards. One could be forgiven for thinking that the embodied impulses of the student now are but obstacles to be overcome in the pursuit of educational success. Morgan assumes that students choose the Arts and Humanities simply because they 'wanted to do something different' or 'even didn't know what [they] wanted to do' entirely ignores the premise that students choose these subjects because they enjoy doing them and believe them to be important in some way. Morgan makes a normative judgement about the popularity of STEM subjects based on their future worth, thus betraying an underlying assumption that students should attach greater weight to their future selves than their (embodied) present. Demonstrable time management skills are commonly held to be an important attribute for any student wishing to access Higher Education and the world beyond.
