Trialling a Cultural Approach to Improving the Retention and Integration of Indigenous Students in a Mainstream Adult Educational Programme

By Lorraine Sushames.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This work explores the pedagogies of engagement, incorporating a focus on the identity resources that learners bring with them. It illustrates literacy pedagogy that begins with the cultural knowing and identity of the learners and describes the strategies that were implemented, to enhance the self esteem of students and assist them in transition as they engaged with the educational environment. This enhancement is transformative in a much broader sense, not simply in instrumental ways such as job-readiness, but in terms of specific skills development as a foundation for capacity building and reconnection to culture.

Keywords: Indigenous, Cultural Knowing and Identity

The International Journal of Learning, Volume 13, Issue 11, pp.91-98. Article: Print (Spiral Bound). Article: Electronic (PDF File; 864.012KB).

Lorraine Sushames

Manager, Adult Language, Literacy and Numeracy Programme, Faculty of Education Health and Science, Charles Darwin University, Australia

Lorraine has extensive experience in the vocational education and training sector, with a focus on adult literacy. For the past decade her teaching and research interests have been concentrated on capacity building, through the provision of ‘second chance’ education for both Indigenous and mainstream audiences. Lorraine is an Executive member of the Australian Council for Adult Literacy, a peak body representing the interests of the adult literacy field through development and promotion of adult literacy practice and policy.


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