Non-traditional students in tertiary education: inter-disciplinary collaboration in curriculum and pedagogy in community services education in Australia

Abstract

Education policy in Australia has accelerated its aim to increase participation of under-represented groups in tertiary education including students who are culturally and linguistically diverse and have low socio-economic status. These students generally have not had prior access to privileged academic discourse, which can further disadvantage them in their participation and progress in tertiary education. In this article, we outline a cross-discipline curriculum initiative and pedagogy that draws on critical literacy and the metaphor of discourse community to integrate language and academic skills into community services qualifications. We argue that this – supports the genuine participation of under-represented (non-traditional) students. It aspires to not only support students’ entry into the new academic terrain, but to enable students to adopt a critical stance to the discourses in which they are learning to participate. This we argue is crucial, when expertise is not just a way of meeting its ostensible purposes, but is also a way of exercising power. Although we report on the application of this initiative to entry level curricula (Diploma), we suggest that it has relevance and application to Bachelor levels in a range of disciplines, both in supporting pedagogy and for transition to Bachelor level study.

Keywords:

• higher education
• inclusive education
• curriculum and instruction

Acknowledgements

We wish to thank our university colleagues and students who have participated so generously in the curriculum project: Rita Sidlauskas, Melinda Brown and Michael Menton from Community Services, with the support of management and other valued colleagues, Dr Rob McCormack, Prof Marty Grace and Dr Mary Weaven, Victoria University.

Notes

Specific examples of these stepped activities are available in Moraitis, Carr, and Daddow (2012).