About and within enabling learning contexts: student perspectives of the Monash Access Program

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    This paper explores student experiences in the learning context of an enabling program at an Australian university. Access and equity have long been policy goals and institutional ambitions in Australian universities. Enabling programs are an institutional response to bringing in those who otherwise would not have the opportunity to attend university. In this paper, we present findings from a qualitative study that explores how students who participated in the Monash Access Program negotiate and reconcile the idea of university study with the actualities of becoming a university student. Pedagogies in enabling programs are organised around supporting students to develop the capabilities to know themselves as learners and to experience connections to a learning community and thus, the institution. This paper, drawing on research into student experiences in such programs, illuminates the component characteristics of such an enabling pedagogy.
    Original languageEnglish
    Title of host publicationExploring Learning Contexts
    Subtitle of host publicationImplications for Access, Learning Careers and Identities
    EditorsBarbara Merrill, Adrianna Nizinska, Andrea Galimberti, Jérôme Eneau, Elzbieta Sanojca, Samira Bezzari
    Place of PublicationRennes France
    PublisherPresses universities de Rennes
    Number of pages10
    ISBN (Print)9782956449805
    Publication statusPublished - Mar 2019


    • higher education
    • access
    • equity
    • widening participation
    • pedagogy

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