“You care about your education, but you don’t really care so much about making friends or networking.” - Politics of belonging as disadvantage and oppression

Belonging is rooted in emotional connection and a sense of being in one's rightful place. When this sense of belonging is challenged, it becomes the focus of political discourse and action. The political aspect of belonging involves deliberate efforts to shape the idea of belonging for marginalised groups in specific ways, while also shaping the identity of these groups accordingly. The attempt to make higher education more accessible for people from diverse backgrounds and identities like First Nation people, people from rural or regional areas, economically underprivileged individuals otherwise known as low-socioeconomic backgrounds, people with disability, or persons from cultural and linguistically marginalised backgrounds, has a long-standing tradition. In the past ten years, there has been a noticeable emphasis on fostering a sense of belonging among student groups, aimed at enhancing student retention, success, and facilitating smoother transitions for students into, through, and out of university.
The CreatEquity Project Connected through Transition aimed to maintain graduates' connection to their community as they transitioned from university into their professional roles and potentially back to their communities. A sense of belonging for students from equity groups (as named above) seems to be central and shifted the focus to the politics of belonging. Throughout our focus groups and yarning circles, several Indigenous participants mentioned that they do not aspire to a deep connection to the university. There is no time or drive for socialising, friendships, or networking at university as other values and connections to family have priority. This does not automatically reject the idea of a sense of belonging as the visit at the Indigenous student centre is valued and having a good laugh between lectures is seen as a bonus. Although the existence and expression of a sense of belonging are more nuanced. I question the attempt to over-institutionalise access and inclusion measures limiting and hindering the power or autonomy of First Nation people and restricting or even suppressing the freedom of choice of their experience.
The presentation aims to critically explore the inclusion initiatives and practices at the university including the establishment of a politics of belonging. Actions related to the politics of belonging are consequently reinforcing colonialist and inequitable principles leading to oppressive structures and culture in higher education. Insights from the focus groups, yarning circles, and alumni interviews are included to reflect the voices of Indigenous students and their experiences.