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Supporting Student Mental Wellbeing in Enabling Education: Practices, Pedagogies and a Philosophy of Care
Citation
Crawford, NL and Kift, S and Jarvis, L, Supporting Student Mental Wellbeing in Enabling Education: Practices, Pedagogies and a Philosophy of Care, Transitioning Students in Higher Education: Philosophy, Pedagogy and Practice, Routledge, A Jones, A Olds, JG Lisciandro (ed), United Kingdom ISBN 9780367233419 (2019) [Research Book Chapter]
 | PDF (Accepted Manuscript) 166Kb |
Copyright Statement
Copyright 2020 The Authors. This is an Accepted Manuscript of a book chapter published by Routledge in Transitioning Students in Higher Education: Philosophy, Pedagogy and Practice on 12 December 2019, available online: http://www.routledge.com/9780367233419.
Official URL: https://www.routledge.com/Transitioning-Students-i...
Abstract
High rates of mental ill-health amongst students have been a catalyst in recent years for universities to reconsider their attitudes and approaches to supporting student mental wellbeing. At the coalface in Australian university enabling programs (also known as access courses and alternative pathways), educators teach and support diverse student cohorts, including students with mental health difficulties. Acknowledging this additional challenge for students transitioning to university, educators in some programs have implemented proactive initiatives in response to their students’ needs. Using enabling education in Australia as a case study of supportive learning environments with intentional curriculum, structures and strategies to support student mental wellbeing, this book chapter explores the practices, pedagogies and philosophies common to such programs. It describes the strategies evident in enabling education and proposes that the initiatives display interweaving elements of enabling pedagogy; third generation transition pedagogy; and pedagogies of care. Furthermore, it contends that the practices and pedagogies are underpinned by a philosophy of care, which resists the type of dualistic thinking present in higher education that under-values caring work.
Item Details
| Item Type: | Research Book Chapter |
|---|---|
| Keywords: | Student mental wellbeing; Enabling education; Philosophy of care |
| Research Division: | Education |
| Research Group: | Other education |
| Research Field: | Other education not elsewhere classified |
| Objective Division: | Education and Training |
| Objective Group: | Schools and learning environments |
| Objective Field: | Equity and access to education |
| UTAS Author: | Crawford, NL (Dr Nicole Crawford) |
| UTAS Author: | Jarvis, L (Ms Lynn Jarvis) |
| ID Code: | 140332 |
| Year Published: | 2019 |
| Deposited By: | Education |
| Deposited On: | 2020-08-07 |
| Last Modified: | 2020-12-08 |
| Downloads: | 7 View Download Statistics |
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