Myth-Busting in an Aboriginal Pre-University Enabling Program: Embedding Transformative Learning Pedagogy
| Title: | Myth-Busting in an Aboriginal Pre-University Enabling Program: Embedding Transformative Learning Pedagogy |
|---|---|
| Language: | English |
| Authors: | Rebecca Bennett, Karin Strehlow, Braden Hill |
| Source: | Australian Journal of Indigenous Education. 2022 51(1). |
| Availability: | University of Queensland. Level 2, Building 4, The University of Queensland, St Lucia 4072, Australia. e-mail: ajie@uq.edu.au; Web site: https://ajie.atsis.uq.edu.au/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education High Schools |
| Descriptors: | Foreign Countries, Indigenous Populations, Indigenous Knowledge, Transitional Programs, College Preparation, School Transition, Transformative Learning, Culturally Relevant Education, College Bound Students, STEM Education, Self Esteem, Self Efficacy, Sense of Belonging, Inclusion, Heritage Education, Cultural Influences |
| Geographic Terms: | Australia |
| ISSN: | 1326-0111 2049-7784 |
| Abstract: | Pre-university bridging programs can address the significant under-representation of Indigenous students in Australian universities by providing culturally supported alternative pathways into undergraduate study. However, successful completion of bridging programs does not always correlate with university enrolment for Indigenous students. This paper offers a pedagogical rationale for an Indigenous bridging program that aims to address this discrepancy. The program curriculum challenges deficit myths about Aboriginal and Torres Strait Islander Australians and education, while developing foundational academic skills for university study. Leveraging transformative learning and cultural interface theories, the program aims to empower students with the opportunity to develop their own narratives about Indigeneity and university, free from deficit stereotypes. Since implementation of this myth-busting pedagogy, Indigenous student records indicate marked improvement in bridging program pass rates and in transitions into undergraduate study. Additionally, enrolments into science, technology, engineering and maths (STEM) tripled. Students' weekly reflections, collected over seven iterations of the course, suggest that the transformative pedagogy developed students' self-awareness, self-efficacy, self-confidence and sense of belonging at university. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459011 |
| Database: | ERIC |
| ISSN: | 1326-0111 2049-7784 |
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| Published in: | Australian Journal of Indigenous Education |
| Language: | English |