Forging Strengths-Based Education with Non-Traditional Students in Higher Education

Autor/inn/en	Pang, Bonnie; Garrett, Robyne; Wrench, Alison; Perrett, James
Titel	Forging Strengths-Based Education with Non-Traditional Students in Higher Education
Quelle	In: Curriculum Studies in Health and Physical Education, 9 (2018) 2, S.174-188 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2018.1444930
Schlagwörter	Higher Education; Nontraditional Students; Educational Experience; Inclusion; Teaching Methods; Access to Education; Educational Policy; Undergraduate Students; Physical Education; Cultural Capital; Student Attitudes; Foreign Countries; Social Networks; Technological Literacy; English (Second Language); Second Languages; Bilingualism; Multilingualism; Physical Education Teachers; Teacher Education; Student Characteristics; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungserfahrung; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Körpererziehung; Sportunterricht; Schülerverhalten; Ausland; Social network; Soziales Netzwerk; Technisches Wissen; English as second language; English; Second Language; Englisch als Zweitsprache; Second language; Zweitsprache; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerausbildung; Lehrerbildung; Australien
Abstract	Widening access to higher education is a key aspiration of Australian educational policy. Drawing on a sample of non-traditional undergraduate Health and Physical Education (HPE) students, this study argues that an inclusive curriculum recognises and builds on the resources represented by students from various socio-cultural backgrounds. Aligned with a strengths-based approach, this paper draws on Yosso's notion of community cultural wealth to explore the perceptions of 11 non-traditional students from an undergraduate HPE program regarding the resources they brought to higher education. Findings suggest a need to move beyond a traditional deficit approach and promote students' engagement and capital building in their higher education experiences. Implications for an inclusive curriculum with regard to the use of a strengths-based learning and teaching strategies for non-traditional HPE university students are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01