Forging strengths-based education with non-traditional students in higher education

ABSTRACT

Widening access to higher education is a key aspiration of Australian educational policy. Drawing on a sample of non-traditional undergraduate Health and Physical Education (HPE) students, this study argues that an inclusive curriculum recognises and builds on the resources represented by students from various socio-cultural backgrounds. Aligned with a strengths-based approach, this paper draws on Yosso’s notion of community cultural wealth to explore the perceptions of 11 non-traditional students from an undergraduate HPE program regarding the resources they brought to higher education. Findings suggest a need to move beyond a traditional deficit approach and promote students’ engagement and capital building in their higher education experiences. Implications for an inclusive curriculum with regard to the use of a strengths-based learning and teaching strategies for non-traditional HPE university students are also discussed.

KEYWORDS:

• Higher education
• strengths-based approach
• diversity
• community cultural wealth
• health and physical education

Notes on contributors

Dr Bonnie Pang’s research is located at the interface of education (Health/Physical Education-H/PE), cultural studies and health/well-being drawing on a range of social theories and ethnographic research methods.

Dr Robyne Garrett has worked at the University of South Australia since 1996. She teaches in the areas of Physical Education, Dance and Coaching Methodologies. Her research interests include Health and Physical Education teacher training and pedagogy, Gender and physical activity, Dance, Mobility and ageing, Pedagogies for and Justice and Wellbeing of University Students.

Dr Alison Wrench has been a lecturer at the University of South Australia since 2002. This follows on from a 25-year teaching career in the curriculum area of health and physical education with primary school-aged students. Her research interests include the development of socially critical approaches to teaching and learning in health and physical education.

Mr James Perrett is a Master of Education student. He has previously completed an Honours in BHSc (Health and Physical Education) and received a Class 1 Distinction.

Disclosure statement

No potential conflict of interest was reported by the author.