Abstract:

As a result of new and emerging policy environment, higher education sector in Australia is witnessing an increase in educational diversity, featuring low socioeconomic status (SES) students and those who were otherwise marginalised from accessing higher education as one of the key manifestations of it. Research shows that students from disadvantaged backgrounds lack the social and cultural capital required for comprehending and navigating the complex university environment and this leaves them feeling isolated and overwhelmed. For this cohort, promoting an active school culture (Smyth et al, 2004) which aims to keep the students engaged is central. This case study discusses fostering of an active school culture in a course Critical Literacy taught at UniSA College at the University of South Australia.

In Critical Literacy we teach critical thinking skills using a constructivist approach. A central premise of the constructivist approach to teaching and learning is that learners create knowledge through engagement and experience. Critical thinking skills taught in Critical Literacy coursework involve conceptualising, analysing, reasoning, evaluating and relating information so that students may reach conclusions or convey independent verdicts based upon what they have experienced combined with previous knowledge. This, in turn, promotes a development of an active school culture. The central premise of fostering an active school culture is that students engage in challenging task that strongly connects with their lifeworlds. I argue, that constructivist approach to learning employed in Critical Literacy provides effective means for enabling students who have previously experienced education as the gate keeper to feel empowered and regain their confidence to pursue higher education.

Keywords:

Constructivist approach to learning, active school culture, critical literacy.