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.
Original language | English |
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Pages (from-to) | 174-188 |
Number of pages | 15 |
Journal | Curriculum Studies in Health and Physical Education |
Volume | 9 |
Issue number | 2 |
Early online date | 4 Mar 2018 |
DOIs | |
Publication status | Published - 31 Dec 2018 |
Bibliographical note
Publisher Copyright:© 2018, © 2018 Australian Council for Health, Physical Education and Recreation.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
Keywords
- community cultural wealth
- diversity
- health and physical education
- Higher education
- strengths-based approach
ASJC Scopus subject areas
- Orthopedics and Sports Medicine
- Education
- Physical Therapy, Sports Therapy and Rehabilitation