What Do We Know about Enabling Education as an Alternative Pathway into Australian Higher Education, and What More Do We Need to Know? A Meta-Scoping Study

Autor/inn/en	Baker, Sally; Irwin, Evonne; Hamilton, Emma; Birman, Holi
Titel	What Do We Know about Enabling Education as an Alternative Pathway into Australian Higher Education, and What More Do We Need to Know? A Meta-Scoping Study
Quelle	In: Research Papers in Education, 37 (2022) 3, S.321-343 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1849369
Schlagwörter	Foreign Countries; Educational Policy; Equal Education; Access to Education; Higher Education; Educational History; Nontraditional Students; Educational Research; Research Methodology; Transitional Programs; College Readiness; Cultural Influences; Teaching Methods; Indigenous Populations; Student Attrition; At Risk Students; Online Courses; Academic Persistence; Academic Achievement; Australia + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Sinti und Roma; Schülerbeurlaubung; Online course; Online-Kurs; Schulleistung; Australien
Abstract	In the context of the equity/widening participation policy landscape in Australia, scholarly exploration of alternative pathways into higher education is becoming increasingly important to inform innovative pedagogies, answer complex questions, and improve outcomes and experiences for students. This article focuses on one alternative pathway, 'enabling' education, which has a 45-year history in Australia but has, for a variety of reasons, remained on the periphery of mainstream discourses about higher education. In this article, we offer a meta-scoping study of a selection of 88 journal articles and research reports focusing on Australian Enabling education. Through an analysis of who is writing, what is written and how it is written, we attempt to unite enabling education scholars in a conversation about our field and suggest ways forward to better connect with broader conversations about higher education in Australia and move enabling programs, practitioners and the students they serve into the centre stage of Australia's equity in higher education agenda. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01