Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Swimming not drowning – resilience as a key determinant of success for Aboriginal and Torres Strait Islander pre-tertiary students

Swimming not drowning – resilience as a key determinant of success for Aboriginal and Torres... Purpose– The purpose of this paper is to explore how one tertiary enabling programme designed for Aboriginal and Torres Strait Islander students uses a specifically designed pedagogy which goes beyond a focus on discrete academic skills to help students develop the resilience and knowledge about learning they need to be successful in tertiary learning contexts. Design/methodology/approach– A narrative methodology is used to explore how graduates analysed and evaluated their experience of the course. Findings– The stories show that for these students, resilience is a dynamic and multifaceted construct. Strength, confidence and resilience for these students come from seeing and valuing the strength and resilience that already exists in Indigenous people and Indigenous knowledge systems and using this as a basis for developing their own resilience. Originality/value– This focus on resilience can provide a transformative experience for students who have largely been marginalised from the mainstream educational system, assisting them to build the crucial “cultural capital” required to be successful in their tertiary studies, while reinforcing the strength and knowledge they already bring with them. Through this process students are offered a way of navigating the higher education landscape on their own terms. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

Swimming not drowning – resilience as a key determinant of success for Aboriginal and Torres Strait Islander pre-tertiary students

Loading next page...
 
/lp/emerald-publishing/swimming-not-drowning-resilience-as-a-key-determinant-of-success-for-LsDrgmpJfD
Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2053-535X
DOI
10.1108/JME-12-2014-0045
Publisher site
See Article on Publisher Site

Abstract

Purpose– The purpose of this paper is to explore how one tertiary enabling programme designed for Aboriginal and Torres Strait Islander students uses a specifically designed pedagogy which goes beyond a focus on discrete academic skills to help students develop the resilience and knowledge about learning they need to be successful in tertiary learning contexts. Design/methodology/approach– A narrative methodology is used to explore how graduates analysed and evaluated their experience of the course. Findings– The stories show that for these students, resilience is a dynamic and multifaceted construct. Strength, confidence and resilience for these students come from seeing and valuing the strength and resilience that already exists in Indigenous people and Indigenous knowledge systems and using this as a basis for developing their own resilience. Originality/value– This focus on resilience can provide a transformative experience for students who have largely been marginalised from the mainstream educational system, assisting them to build the crucial “cultural capital” required to be successful in their tertiary studies, while reinforcing the strength and knowledge they already bring with them. Through this process students are offered a way of navigating the higher education landscape on their own terms.

Journal

Journal for Multicultural EducationEmerald Publishing

Published: Aug 10, 2015

There are no references for this article.