Topic outline
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Hello!
Thank you for visiting our online modules . This course builds your knowledge of inclusion, diversity and excellent practice in critical enabling pedagogies. There are four sub-modules, each which include a range of activities to help you explore and apply the topics in a self-paced way. There is a quiz at the end of each module for you to check your understanding. (If you are a UniSA staff member, you will be able to enrol yourself into this site in order to receive a certificate for completing the modules.)
The following key terms are used throughout these modules:
Widening Participation: a policy logic aimed at addressing educational disadvantage in accessing higher education for learners from low socio-economic backgrounds.
Enabling pedagogies: teaching approaches designed to support the transition of diverse learners between educational settings that encompass critical pedagogies through challenging tasks; scaffolding; connecting to life-worlds and valuing diverse knowledges and sensitive to emotions of the learner.
Affect: the external display of emotional state. This can be verbal or non-verbal and expressed through words, tone, feeling, expression, body language and gesture.
Deficit approaches: formulating your curriculum, pedagogy and assessment around a perceived ‘lack’ of the learner or assuming the learner to be incapable of the learning task or assessment.
Life-worlds: Existing knowledges, experiences, cultural and social capital individual to learners which provides a schema with which to access the world.
The housing of these modules on this site is temporary, while we source a more permanent home for them for better ease of access for Educators nationally and internationally.
We would love your feedback about our modules, so once you have completed them, please fill in this short survey HERE
We are grateful for your time and interest, and hope you enjoy working through each module.
This work has been greatly influenced and shaped by the work of our colleagues at the University of Newcastle, Centre for Excellence and Equity in Higher Education and we acknowledge their work and expertise in contributing to shaping our pedagogical approach and work.
We also take this opportunity to acknowledge and thank Dr Victoria Fielding for her work in embedding this content into this interactive format.
-Sarah Hattam and Tanya Weiler
Please note: the quizzes are sadly only available for UniSA staff at this stage. if you are UniSA staff please enrol yourself for this by clicking on the enrol button in the top-right corner. For non UniSA colleagues we are working on making these accessible as soon as possible! We would still love to hear your feedback through the survey even without completing the quizzes!-
The first module is designed to set the agenda for this course by contextualising your teaching and the importance of student belonging and recognition within enabling education.
- Why Inclusive Pedagogies? Supporting students transition into higher education
- Education over a life cycle and the widening participation agenda
- Inclusive teaching practices
- Your experiences of higher education
- The challenges of transition from school to higher education
- Sociological concepts: Habitus and Cultural Capital
- Competing discourses of university: equity & excellence
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A minimum of 12 correct answers out of 15 are required to pass this quiz. You can attempt the quiz as many times as needed.
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In the second module, you will learn about a range of theories and research designed to understand the challenges underrepresented students face as they transition from school to higher education.
- Fragile learner identities
- Constructions of capability
- Capability and misrecognition
- Avoiding deficit discourses
- Discourses of being a ‘good’ student versus ‘bad' student
- Manifestations of problematic constructions
- The ‘hidden curriculum’ in higher education
- Gender, capability and belonging
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A minimum of 12 correct answers out of 15 are required to pass this quiz. You can attempt the quiz as many times as needed.
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The third module builds on the first two by presenting a range of pedagogical approaches to improve the classroom and educational experience for students in enabling education.
- Building a Community of Practice (CoP)
- Critical enabling and inclusive pedagogies
- Cultural geography of the school around early school leaving
- Dialogic and transformative approaches
- Connecting with student lifeworlds
- Ethos of care and demonstrating ‘care’
- Scaffolding and challenging tasks
- Independent learning
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A minimum of 12 correct answers out of 16 are required to pass this quiz. You can attempt the quiz as many times as needed.
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The final module is about continuous professional development and presents two programs undertaken at UniSA College: Teaching Squares, and Action Research. These programs have been successful professional development activities within UniSA College’s Community of Practice by helping to de-privatise teaching and to constantly improve our pedagogical approaches.
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A minimum of 12 correct answers out of 16 are required to pass this quiz. You can attempt the quiz as many times as needed.
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