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

References

• AITSL (Australian Institute for Teaching and School Leadership). (2017). Australian professional standards for teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
   Google Scholar
• Australian Government. (2014). Selected higher education statistics-2014 student data. Author. Retrieved from https://education.gov.au/selected-higher-education-statistics-2014-student-data
   Google Scholar
• Australia Universities. (2008). Advancing equity and participation in Australian higher education. Action to address participation and equity levels in higher education of people from lower socioeconomic backgrounds and Indigenous people. Canberra: Universities Australia.
   Google Scholar
• Ball, S. J., & Vincent, C. (1998). ‘I heard It on the grapevine’:‘hot’knowledge and school choice. British Journal of Sociology of Education, 19(3), 377–400. doi:10.1080/0142569980190307.
   Google Scholar
• Basit, T. N. (2012). ‘My parents have stressed that since I was a kid’: Young minority ethnic British citizens and the phenomenon of aspirational capital. Education, Citizenship and Social Justice, 7(2), 129–143. doi:10.1177/1746197912440857.
   Google Scholar
• Bernal, D. D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126. doi:10.1177/107780040200800107.
   Google Scholar
• Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. (Richard Nice, Trans.). Cambridge, MA: Harvard University Press.
   Google Scholar
• Bourdieu, P. (1998). Practical reason. On the theory of action. Stanford, CA: Standford University Press.
   Google Scholar
• Bourdieu, P. (1999). Structures, habitus, practices. In A. Elliot (Ed.), Contemporary social theory (pp. 108–118). Oxford: Blackwell.
   Google Scholar
• Bowers, K. M., & Lopez, S. J. (2010). Capitalizing on personal strengths in college. Journal of College and Character, 11(1), doi:10.2202/1940-1639.1011.
   Google Scholar
• Brownlee, K., Rawana, E. P., & MacArthur, J. (2012). Implementation of a strengths-based approach to teaching in an elementary school. Journal of Teaching and Learning, 8(1), 1–11. doi:10.22329/jtl.v8i1.3069.
   Google Scholar
• Casey, A., Goodyear, V. A., & Armour, K. M. (2017). Rethinking the relationship between pedagogy, technology and learning in health and physical education. Sport, Education and Society, 22(2), 288–304. doi:10.1080/13573322.2016.1226792.
   Google Scholar
• Connell, R. W., & Messerschmidt, J. W. (2005). Hegemonic masculinity: Rethinking the concept. Gender & Society, 19(6), 829–859. doi:10.1177/0891243205278639.
   Google Scholar
• Cook-Sather, A. (2010). Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability. Curriculum Inquiry, 40(4), 555–575. doi:10.1111/j.1467-873X.2010.00501.x.
   Google Scholar
• Dagkas, S., & Benn, T. (2006). Young Muslim women’s experiences of islam and physical education in Greece and Britain: A comparative study. Sport Education and Society, 11(1), 21–38. doi:10.1080/13573320500255056.
   Google Scholar
• Devlin, M. (2013). Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education. Studies in Higher Education, 38(6), 939–949. doi:10.1080/03075079.2011.613991.
   Google Scholar
• Doolan, M. A., & Gilbert, T. (2017). Student Choice: Blends of Technology Beyond the University to Support Social Interaction and Social Participation in Learning. In E-Learning, E-Education, and Online Training: Third International Conference, eLEOT 2016, Dublin, Ireland, August 31–September 2, 2016, Revised Selected Papers (pp. 95–102). Springer International Publishing.
   Google Scholar
• Espino, M. M. (2014). Exploring the role of community cultural wealth in graduate school access and persistence for Mexican American PhDs. American Journal of Education, 120(4), 545–574. doi:10.1086/676911.
   Google Scholar
• Gale, T., & Parker, S. (2017). Retaining students in Australian higher education: cultural capital, field distinction. European Educational Research Journal, 16(1), 80–96. doi: 10.1177/1474904116678004
   Google Scholar
• Gale, T., & Tranter, D. (2011). Social justice in Australian higher education policy: An historical and conceptual account of student participation. Critical Studies in Education, 52(1), 29–46. doi:10.1080/17508487.2011.536511.
   Google Scholar
• Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Standford, CA: Stanford University Press.
   Google Scholar
• González, N., Moll, L. C., & Amanti, C. (2013). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Goodfellow, R. (2011). Literacy, literacies and the digital in higher education. Teaching in Higher Education, 16(1), 131–144. doi:10.1080/13562517.2011.544125.
   Google Scholar
• Guan, S. S. A., Greenfield, P. M., & Orellana, M. F. (2014). Translating into understanding: Language brokering and prosocial development in emerging adults from immigrant families. Journal of Adolescent Research, 29(3), 331–355. doi:10.1177/0743558413520223.
   Google Scholar
• Guan, S. S. A., Nash, A., & Orellana, M. F. (2016). Cultural and social processes of language brokering among Arab, Asian, and Latin immigrants. Journal of Multilingual and Multicultural Development, 37(2), 150–166. doi:10.1080/01434632.2015.1044997.
   Google Scholar
• Kamler, B., & Comber, B. (2005). Turn-around pedagogies: Improving the education of at-risk students. Improving Schools, 8(2), 121–131. doi: 10.1177/1365480205057702
   Google Scholar
• Kenway, J., & Hickey-Moody, A. (2011). Life chances, lifestyle and everyday aspirational strategies and tactics. Critical Studies in Education, 52(2), 151–163. doi:10.1080/17508487.2011.572828.
   Google Scholar
• Knez, K. (2007). The meaning and place of physical activity in the lives of young Muslim women (Unpublised PhD thesis).
   Google Scholar
• Knight, J. (2015). Updated definition of internationalization. International Higher Education, 33, 2–3.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
   Google Scholar
• Liou, D. D., Martinez, A. N., & Rotheram-Fuller, E. (2016). ‘Don’t give up on me’: Critical mentoring pedagogy for the classroom building students’ community cultural wealth. International Journal of Qualitative Studies in Education, 29(1), 104–129. doi:10.1080/09518398.2015.1017849.
   Google Scholar
• Lopez, S. J., & Louis, M. C. (2009). The principles of strengths-based education. Journal of College and Character, 10(4), 1–8. doi:10.2202/1940-1639.1041
   Google Scholar
• Markose, S. J., & Simpson, A. (2016). ‘I want them better than me’: Pedagogical strategies employed by four immigrant parents in the face of perceived forms of exclusion by school authorities. Race Ethnicity and Education, 19(3), 659–682. doi:10.1080/13613324.2014.885423.
   Google Scholar
• Martinez, E., & Ulanoff, S. H. (2013). Latino parents and teachers: Key players building neighborhood social capital. Teaching Education, 24(2), 195–208. doi:10.1080/10476210.2013.786891.
   Google Scholar
• McCuaig, L., Quennerstedt, M., & Macdonald, D. (2013). A salutogenic, strengths-based approach as a theory to guide HPE curriculum change. Asia-Pacific Journal of Health, Sport and Physical Education, 4(2), 109–125. doi:10.1080/18377122.2013.801105.
   Google Scholar
• Meuleman, A.-M., Garrett, R., Wrench, A., & King, S. (2015). ‘Some people might say I'm thriving but … ’: Non-traditional students’ experiences of university. International Journal of Inclusive Education, 19(5), 503–517. doi:10.1080/13603116.2014.945973.
   Google Scholar
• Munro, L. (2011). ‘Go boldly, dream large!’: The challenges confronting non-traditional students at university. Australian Journal of Education, 55(2), 115–131. doi: 10.1177/000494411105500203
   Google Scholar
• O’Shea, S. (2015). Avoiding the manufacture of ‘sameness’: First-in-family students, cultural capital and the higher education environment. Higher Education, 72(1), 59–78. doi: 10.1007/s10734-015-9938-y
   Google Scholar
• Pang, B., & Macdonald, D. (2015). Recognising young Chinese Australian’s perceived resources within and beyond schooling. Pedagogy, Culture & Society, 23(3), 435–453. doi: 10.1080/14681366.2014.995121
   Google Scholar
• Pang, B., Macdonald, D., & Hay, P. (2015). ‘Do I have a choice?’ The influences of family values and investments on Chinese migrant young people's lifestyles and physical activity participation in Australia. Sport, Education and Society, 20(8), 1048–1064. doi: 10.1080/13573322.2013.833504
   Google Scholar
• Peacock, D., Sellar, S., & Lingard, B. (2014). The activation, appropriation and practices of student-equity policy in Australian higher education. Journal of Education Policy, 29(3), 377–396. doi:10.1080/02680939.2013.839829.
   Google Scholar
• Ryan, J. (2011). Teaching and learning for international students: Towards a transcultural approach. Teachers and Teaching: Theory and Practice, 17(6), 631–648. doi:10.1080/13540602.2011.625138.
   Google Scholar
• Sanders, J., & Munford, R. (2010). Working with families. Strengths-based approaches. Wellington: Dunmore Publishing Ltd.
   Google Scholar
• Sellar, S. (2011). Appreciating aspirations in Australian higher education. Cambridge Journal of Education, 41(1), 37–52. doi:10.1080/0305764X.2010.549457.
   Google Scholar
• Sellar, S., & Gale, T. (2011). Mobility, aspirations, voice: A new structure of feeling for student equity in higher education. Critical Studies in Education, 52(2), 115–134. doi:10.1080/17508487.2011.572826.
   Google Scholar
• Sirna, K., Tinning, R., & Rossi, T. (2010). Social processes of health and physical education teachers’ identity formation: Reproducing and changing culture. British Journal of Sociology of Education, 31(1), 71–84. doi:10.1080/01425690903385501.
   Google Scholar
• Smith, L. (2011). Experiential ‘hot’knowledge and its influence on low-SES students’ capacities to aspire to higher education. Critical Studies in Education, 52(2), 165–177. doi:10.1080/17508487.2011.572829.
   Google Scholar
• Soria, K. M., & Stubblefield, R. (2014). First-Year college students’ strengths awareness: Building a foundation for student engagement and academic excellence. Journal of The First-Year Experience & Students in Transition, 26(2), 69–88.
   Google Scholar
• Soria, K. M., & Stubblefield, R. (2015). Building a strengths-based campus to support student retention. Journal of College Student Development, 56(6), 626–631. doi: 10.1353/csd.2015.0056
   Google Scholar
• Stahl, G. (2012). Aspiration and a good life among white working-class boys in London. Journal of Ethnographic & Qualitative Research, 7(1), 8–19.
   Google Scholar
• Stebleton, M. J., Soria, K. M., & Albecker, A. (2012). Integrating strength-based education into a first-year experience curriculum. Journal of College and Character, 13(2), 1–8. doi: 10.1515/jcc-2012-1877
   Google Scholar
• Stride, A. (2014). Let US tell YOU! South Asian, Muslim girls tell tales about physical education. Physical Education and Sport Pedagogy, 19(4), 398–417. doi: 10.1080/17408989.2013.780589
   Google Scholar
• Thomas, L. (2010). Student retention in higher education: The role of institutional habitus. Journal of Education Policy, 17(4), 423–442. doi:10.1080/02680930210140257.
   Google Scholar
• Tinning, R. (2002). Toward a “modest pedagogy”: reflections on the problematics of critical pedagogy. Quest (grand Rapids, Mich), 54(3), 224–240. doi:10.1080/00336297.2002.10491776.
   Google Scholar
• Tinning, R. (2004). Rethinking the preparation of HPE teachers: Ruminations on knowledge, identity, and ways of thinking. Asia-Pacific Journal of Teacher Education, 32(3), 241–253. doi:10.1080/1359866042000295406.
   Google Scholar
• University of Western Sydney. (2015). Greater Western Sydney Profile. Retrieved from http://www.uws.edu.au/office_of_higher_education_policy_and_projects/home/reports_to_government
   Google Scholar
• Whatman, S., Quennerstedt, M., & McLaughlin, J. (2017). Indigenous knowledges as a way to disrupt norms in physical education teacher education. Asia-Pacific Journal of Health, Sport and Physical Education, 8(2), 115–131. doi: 10.1080/18377122.2017.1315950
   Google Scholar
• Wilcox, P., Winn, S., & Fryvie-Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: The role of social support in the first-year experience of higher education. Studies in Higher Education, 30(6), 707–722. doi:10.1080/03075070500340036.
   Google Scholar
• Wright, J. (2004). Poststructural methodologies: The body, schooling and health. In J. Evans, B. Davies, & J. Wright (Eds.), Body knowledge and control: Studies in the sociology of physical education and health (pp. 19–31). London: Routledge.
   Google Scholar
• Wright, C., Maylor, U., & Becker, S. (2016). Young black males: Resilience and the use of capital to transform school ‘failure’. Critical Studies in Education, 57(1), 21–34. doi:10.1080/17508487.2016.1117005.
   Google Scholar
• Yorke, M., & Thomas, L. (2003). Improving the retention of students from lower socio-economic groups. Journal of Higher Education Policy and Management, 25(1), 63–74. doi:10.1080/13600800305737.
   Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91. doi:10.1080/1361332052000341006.
   Google Scholar