Enabling Pedagogy: Analysing New Student Perspectives in an Australian Pathway Program to Develop the ADEPT Framework in Order to Inform Curricula and Teaching Practice which Supports Students from Underrepresented Backgrounds at University.

Despite global movements to widen participation, certain demographic groups are consistently underrepresented at university, so new approaches are being sought to teaching and learning in order to encourage university retention and degree attainment aligned with population presence (Australian Government, 2023). To address persistent gaps in university access and attainment, the Australian Government set participatory parity goals for 2050, focused on students from low-socioeconomic status, First Nations, rural and regional backgrounds, and people with disability (Department of Education, 2024). When this research commenced, there was a clear gap in knowledge of enabling pedagogy (Hodges et al., 2013). Existing research largely employed quantitative approaches to map issues of disparity, or qualitative approaches to provide insight into lived experience. To better understand student learning needs, it was critical to consider what is effective and what may be absent from enabling programs. Therefore, mixed methods case study research was conducted in the unit which teaches enabling programs at an Australian university. Surveys and semi-structured interviews were conducted with students and graduates who entered the university via the enabling program. Semi-structured interviews were also conducted with academics who teach in this unit, providing additional insights and serving to triangulate data. Critical pedagogy (Degener, 2001; Freire, 2004; Mayo, 2012a; Villacañas de Castro, 2015) provided the theoretical framework, with analysis leading to insights and recommendations for enabling pedagogy. This research project makes a significant contribution by articulating the concept of enabling pedagogy, and providing deep insight into both demography and lived experience. The first significant outcome from the project was better understanding the specific needs of students from underrepresented backgrounds. Thematic analysis (Braun & Clarke, 2022) guided the identification of insights from data. These included: the importance of accessible, safe learning environments; the role of dialogue; how empowering learning builds confidence in capabilities; how purposeful learning verifies aspirations; and how individual transformation can lead to systemic change. The second significant outcome was the development of the ADEPT framework for enabling pedagogy. This evidence-based framework scaffolds accessible, dialogic, empowering, purposeful and transformative approaches. The ADEPT framework has been developed to share insights and assist educators and practitioners in embedding enabling pedagogy. Through analysing student and staff perspectives, this research documents what works and what is needed to support students from underrepresented backgrounds to build confidence, capabilities, and knowledge in pathway programs and beyond. This project identifies recommendations for teaching practice in the context of widening university participation and student equity, and shares key findings via the ADEPT framework. The major recommendation from this research is that enabling pedagogy should be embedded across university teaching to better support students from underrepresented backgrounds at all levels. Enabling pedagogy contributes to better supporting students from underrepresented backgrounds at university. This research suggests a transformative frame for envisaging educational change should be considered. Implementing enabling pedagogy is a first step toward reaching participatory parity targets and fostering transformative change for individuals, the academy and society.

Author dc:creator

• Stokes, Jennifer Jane

Advisors dc:contributor.advisor

• Palmer, Edward
• Guerin, Cally

• Enabling pedagogy
• ADEPT framework
• enabling programs
• Fee-Free Uni Ready course
• Australia
• Student equity

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2440/143576

OAI identifier oai:identifier

oai:digital.library.adelaide.edu.au:2440/143576