ABSTRACT
This chapter focuses on the ways in which signs of dissociation and expressions of difference occur among undergraduate students. This chapter engages with observations of how experiences of culture shock are presented in relation to existing university structures and patterns of interaction. Specific cases of intersectionality and examples in the data of differences in class confidence are analysed. Techniques for creating bonding experiences that unpack culture shock will be explored here, including possibilities for changing learning content, and increasing flexibility of provision.
Case studies of provision for undergraduate students include collaborative creative practice that builds collegiate interaction. I will discuss development of sociable and purposeful arts spaces that can be accessed by students and staff, a foundation course that enables transitions to high entry level degree programmes, and inclusion of student voices in developing a decolonised curriculum.
An argument is situated, for working with arts methods that increase connection with learning content, and the assemblages of university environments, in relation to curricular and extra-curricular arts practice. Data analysis explores factors that enable students to feel as though they have ownership of university spaces and to sense that they matter, in that they are contributing to changing environments.
