Belonging

This article approaches right-wing politics as a form of collective action and meaning-making that gives social actors an experience of belonging. The political right is usually analyzed through concepts like misinformation and radicalization, as well as abstract analytical categories like fascism, authoritarianism, and populism. This article argues for a shift in analytical approach in the study of right-wing movements to the lived experience of belonging that the political right crafts for its participants. As opposed to starting from predetermined categories of analysis, I emphasize the politics of belonging and its underlying practices of identification as powerful mechanisms for creating meaningful and authentic experiences of self and community. My argument is that the lived experience of belonging creates a sense of self/other, emotional bonds, and communal relations for social actors. To belong in, on, and to the political is thus a “style of life” that is meaningful to many. When the political right is understood in terms of lived experiences of belonging and everyday practices of identification, threats to democracy appear to have deeper social foundations than is usually conveyed by labeling politicians authoritarians or fascists.

This study explores the challenges rural Latinx undergraduate students face attending an urban-centric university, introducing the concept of rural sense of (dis)belongingness to describe their experiences. Using Chicana/Latina feminist methodology of pláticas, this research highlights how the intersection of rural and Latinx identities influences feelings of isolation, invisibility, and marginalization. This study defines rural sense of (dis)belongingness as the simultaneous experience of lack of belonging and alienation, shaped by the uncommonness of rural Latinx identities, stereotypes, and the urban-centric norms of higher education. Findings reveal that rural Latinx undergraduate students often conceal their rurality to avoid stigma, struggle to connect with peers, and lack institutional support. The study proposes creating tailored programs, such as rural-focused spaces and summer bridge initiatives, to enhance belonging and foster equity for this underrepresented population. This article highlights the significance of acknowledging the distinctive experiences of Latinx students not just by racial backgrounds but also by taking geographic backgrounds within the context of a Hispanic-Serving institution in an urban setting.

This article explores the experiences of a woman of colour and senior lecturer navigating belonging in academia through the lens of creativity. Drawing on the power of narrative, it examines how microaggressions, structural exclusion, and racialised power dynamics shape the everyday academic experience, while also acknowledging moments of connection, agency, and care. Poetry, storytelling, and imaginative reflective practices are positioned as acts of resistance that disrupt institutional norms and invite new understandings of belonging. Creativity is shown not only as a tool for personal expression, but as a collective method for challenging exclusion and fostering shared, relational spaces. While individual efforts can be empowering, the article calls for a reimagining of academia that moves beyond tokenistic inclusion toward meaningful structural change and collective, co-created belonging.

Drawing on Social Learning Theory and the Universal Design for Learning Framework, this study explores the potential of cooperative learning in peer microteaching to enhance student engagement and foster belonging among student teachers. Microteaching is a teacher training technique that involves practicing specific teaching skills in short, focused sessions, allowing students to receive feedback to improve their practice. One hundred and five first-year students who had participated in peer microteaching at a teacher education institution in Ireland completed an online questionnaire evaluating their experiences. The questionnaire included both open- and closed-ended questions. Key findings indicate that cooperative learning in peer microteaching has the potential to enhance engagement and foster a sense of belonging among students. Quantitative results showed high student engagement in microteaching classes and motivation to participate. The qualitative analysis revealed overall student satisfaction, the development of a supportive learning environment, and a strong sense of belonging. However, students also identified challenges such as difficulties balancing constructive feedback with peer support and time constraints. While the findings support the use of cooperative learning as a pedagogical approach in tertiary education, careful planning and preparation are necessary to implement such approaches effectively.

One of the most basic human needs is a sense of belonging; however, a sizable section of the populace experiences loneliness and a sense of alienation, with adolescents more vulnerable to loneliness. This study examines how students’ sense of belonging in higher education institutions in Nigeria is impacted by the personality traits of the faculty members. Based on the Big Five personality theory and Strayhorn's sense of belonging framework, the study emphasizes the crucial interaction between students’ sense of belonging and psychological integration and the personality traits (conscientiousness, extraversion, agreeableness, openness, and neuroticism) of lecturers. The Belonging and Personality Trait Questionnaire (BPTQ, r = 0.87) was used to gather data from 1,089 undergraduate students at four different universities in Ekiti State, using a correlational survey design. Results show that students have a poor sense of belonging (mean = 76.31), which is made worse by faculty members’ high levels of neuroticism (mean = 38.67). A sense of belonging was favorably predicted by conscientiousness (r = 0.10, p < 0.05_(0.00)), whereas agreeableness (r = −0.15, p < 0.05_(0.00)) and extraversion (r = −0.16, p < 0.05_(0.00)) showed strong negative correlations. Along with other contextual factors, faculty members’ personality traits played a significant role in explaining 24% of the variance in students’ sense of belonging. The study concluded that improving interpersonal interaction through focused training and raising faculty understanding of the influence of their personality traits can increase student inclusion.

This study explores the impact of a gratitude journaling intervention on the internship experiences of pre-service teacher candidates, with the goal of mitigating burnout and enhancing emotional well-being during a critical phase of teacher preparation. Seventeen graduate students enrolled in a spring internship seminar participated in a month-long gratitude practice, during which they recorded at least five things they were grateful for, three times per week. A mixed-method design was used as participants completed a validated burnout survey before and after the intervention and then submitted written journal entries for thematic analysis. Quantitative results did not show statistically significant changes in burnout scores across the group; however, qualitative findings revealed five recurring themes: strengthened connections, improved well-being, professional growth, joyful daily experiences, and increased appreciation for nature. Notably, individuals with higher initial burnout levels appeared to benefit more from the intervention. While limited by a small sample size and lack of a control group, the study provides early evidence that brief, structured gratitude practices may offer meaningful support for pre-service teachers navigating demanding clinical experiences. Findings suggest that gratitude interventions may foster resilience and promote a greater sense of well-being during teacher preparation.

A sense of belonging and community are features that are often hailed as benefits of participation in musical ensembles. The interactions between directors and musicians and amongst musicians have been examined in a wide range of contexts, in attempts to better understand what aspects of these relationships may contribute to teaching, learning, music-making, and belonging. In this scoping review, we examined the extent of the research on this topic published between 2003 to 2023. Thematic analysis of keywords pertaining to relationships within the 166 identified studies resulted in seven emergent themes: 1) Belonging and Connection, 2) Leadership, 3) Social and Pedagogical Interactions, 4) Atmosphere and Environment, 5) Identity, 6) Well-being, and 7) Director Traits. Findings highlight both a strong base of literature on the topic of relationships, as well as clear gaps that warrant a systematic review.

This article explores one way in which the concept of belonging applies to people with a terminal illness. It suggests that retaining some control over life is an important aspect of dying well. It proposes that this control or agency can be developed through social support groups which enable patients to develop a common bond with those in a similar situation. It introduces the PATCHATT community group which co-develops interventions to help patients with a life-limiting illness support one another to make small changes which are important to them (https://www.patchatt.co.uk/). It explores the co-development of a comic strip story, created to exemplify the change-making process, and the learning which arose from this shared endeavour. It uses an analysis of this experience to offer new understandings of the intersection between a discrete identity and social connection in the final phase of life and the distinctive role of bespoke comics in eliciting the empathy which catalyses patient agency.

Recent literature rarely captures the perspectives of individuals with severe motor disabilities, especially in the context of extracurricular and recreational sports. This article aims to address this research gap by amplifying the voices of individuals with physical disabilities regarding their experiences in sport participation. Five adults with severe motor disabilities from an indoor boccia team in Germany were interviewed on how they experience participation in sport. The interviews were qualitatively content analyzed using a deductive-inductive approach. The findings indicate that participation in sport is closely associated with feelings of being valued and recognized as a legitimate member of the boccia training group. The study also identified several barriers to participation in physical activity programs, such as the lack of personal assistance, transportation, and limited accessibility to sport facilities. Overall, this study contributes to the growing body of research that considers the perspectives of individuals with disabilities regarding sport participation. It provides empirical insights into how participants experience social inclusion and encounter barriers in physical activity programs.