in terms of identity and geographically, and underscored reports of ‘imposter syndrome’ – where first generation students felt as though they were ‘frauds’ and did not ‘deserve’ to be at university. The studies involving countries with legacies of colonisation included insightful narratives from students who were both first generation and Indigenous. The book provided an in-depth examination of the considerable diversity of these groups, in terms of both social identity and demographics: for example, the additional challenges these students faced in terms of heightened cultural obligations, a lack of common experiences with other students, and curriculum-related issues (such as a lack of affirmation of Indigenous knowledge) were addressed sensitively and positively. In keeping with the theme of this book, the strengths of these students are recognised and highlighted, and Indigenous, first generation students are recognised as catalysts for reform and reconciliation, which could lead to practices that will benefit the many, and model changes that would benefit society as a whole. Chapter 9 contains a highly informative section that provides recommendations for action in order to move beyond simply listening to first generation students. These include suggestions such as including first generation students as co-inquirers and co-creators in credit-worthy research and resource generation, appreciating the experiences of first generation students and staff, and supporting and rewarding staff who engage with first generation students, their families and communities. The book concludes with a comprehensive list of further research ideas to continue to promote the understanding of first generation students’ needs and strengths in university life. This book expertly adds to the canon of literature and successfully furthers the discourse regarding first generation students through the generation of authentic and often poignant narratives. The book clearly demonstrates that the ensuing discussions must include staff members, senior leaders and students in order to move beyond dialogue into actions that improve the outcomes for first generation students and, perhaps, all students in higher education.

中文翻译：

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书评：与上帝和帝国一起成长：“传教士”回忆录的后殖民分析

在身份和地理方面，并强调了“冒名顶替综合症”的报道——第一代学生觉得他们是“骗子”，不“配得上”大学。涉及殖民遗产的研究包括来自第一代和土著学生的富有洞察力的叙述。这本书从社会身份和人口统计两个方面对这些群体的相当多的多样性进行了深入研究：例如，这些学生面临的额外挑战包括更高的文化义务、缺乏与其他学生的共同经验，以及与课程相关的问题（例如缺乏对土著知识的肯定）得到了敏感和积极的解决。与本书的主题相呼应，这些学生的优势得到承认和突出，土著、第一代学生被认为是改革与和解的催化剂，这可能导致有益于许多人的实践，以及有益于整个社会的模式变革。第 9 章包含一个信息量很大的部分，提供了行动建议，以超越简单地听取第一代学生的意见。其中包括建议，例如让第一代学生、共同探究者和共同创造者参与值得信赖的研究和资源生成，欣赏第一代学生和教职员工的经验，以及支持和奖励与第一代学生及其家人互动的教职员工和社区。本书最后列出了进一步研究思路的综合清单，以继续促进对第一代学生在大学生活中的需求和优势的理解。这本书巧妙地增加了文学经典，并通过生成真实的、往往是辛酸的叙述，成功地推进了关于第一代学生的讨论。这本书清楚地表明，随后的讨论必须包括工作人员、高层领导和学生，以便从对话转变为改善第一代学生乃至所有高等教育学生的成果的行动。这本书巧妙地增加了文学经典，并通过生成真实的、往往是辛酸的叙述，成功地推进了关于第一代学生的讨论。这本书清楚地表明，随后的讨论必须包括工作人员、高层领导和学生，以便从对话转变为改善第一代学生乃至所有高等教育学生的成果的行动。这本书巧妙地增加了文学经典，并通过生成真实的、往往是辛酸的叙述，成功地推进了关于第一代学生的讨论。这本书清楚地表明，随后的讨论必须包括工作人员、高层领导和学生，以便从对话转变为改善第一代学生乃至所有高等教育学生的成果的行动。