Transitioning Students into Higher Education

Dr Angela Jones is a lecturer in Access Pathways at Murdoch University, Western Australia. She is the chief curriculum designer and Unit Coordinator of the FlexiTrack pre-university enabling program. Her current research projects focus on enabling education, learning communities and popular culture. She is a self-confessed EduPunk.Anita Olds is a lecturer and coordinator of the FlexiTrack High pre-university enabling program at Murdoch University, Western Australia. She brings to the enabling space 17 years of diverse teaching experience. Her research focus is on authentic and engaging enabling programs, holistic curriculum design and the emotional labour demands on enabling educators.Dr Joanne G. Lisciandro is a lecturer and coordinator of the OnTrack pre-university enabling program at Murdoch University, Western Australia. Her current research interests focus on best practice in enabling education, and understanding the mechanisms that support retention, success and achievement of non-traditional students in their transition to university.

• List of Figures and TablesForewordPrefaceAcknowledgementsList of ContributorsChapter 1: Philosophy Pedagogy and Practice: An Introduction Dr Joanne G. Lisciandro, Anita Olds and Dr Angela JonesPart 1: Flourishing in TransitionIntroduction Anita OldsChapter 2: Learning Better Together Vincent TintoChapter 3: The Social Justice League: Philosophies of Flourishing and Emancipation in Enabling Education Anita Olds, Angela Jones, Joanne G. LisciandroChapter 4: Transitioning to their Future: Creating an Environment of Possibilities for Enabling Students Julie WillansChapter 5: Liberation and Connection: Fostering Critical Students as Active Agents of Their Own Learning Sarah Hattam and Jennifer StokesThe Educators' Tips for Flourishing StudentsPart 2: Engaging Diverse CohortsIntroduction Angela JonesChapter 6: Bridging Cultures Over Under: A Unique Collaboration Between Two Indigenous Academic Enabling Programs in Australia and Canada Joanne Forrest and Michelle M. HogueChapter 7: Big Ideas: Conquering Stereotype Threat in an Indigenous Enabling Course Sian Bennett and Rebecca BennettChapter 8: Finding the Space for Connection: Embedding a Pasifika Philosophy Into Pedagogical Practice Fiona Beals and Arden PerrotChapter 9: Pulled by Motivation, Pushed by Inspiration: Approaches to Transitioning Students from School to University via an Alternative Pathway Debra Monteith and Peter GeerlingsChapter 10: Uncomfortable Spaces: Philosophy, Pedagogy and Practice in Online Enabling Education Evonne Irwin and Emma HamiltonChapter 11: Manifestos, Mutants and Mash-ups: Punk and Pedagogy in Online Enabling Education Angela Jones and Anita OldsThe Educators' Tips for Transitioning Diverse CohortsPart 3: Challenges for EducatorsIntroduction Joanne G. LisciandroChapter 12: The Tensions Between Philosophies of Education and Critical Pedagogies in Neoliberal Higher Education: Implications for Learning and Teaching Practices Thomas Wanner and Sarah WannerChapter 13: Onboarding Discipline Experts to Adopt the Academic Literacies Framework Kathie Ardzejewska and Michelle GorzanelliChapter 14: "We Need to Help Students Discover Themselves and See into the Life of Things": Advice from Open Foundation Lecturers Rosalie BunnChapter 15: Supporting Student Mental Wellbeing in Enabling Education: Practices, Pedagogies and a Philosophy of Care Nicole Crawford, Sally Kift and Lynn JarvisThe Educators' Tips for Rising to the Challenges of the Space Chapter 16: Final Musings for the Future of Transitional Spaces Angela Jones, Joanne G. Lisciandro and Anita Olds