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This paper provides a pedagogical rationale for an Indigenous enabling program that tackles deficit myths about Aboriginal and Torres Strait Islander peoples and education while building foundational academic skills. Using transformative learning and cultural interface theories, it supports students in constructing their own narratives about Indigeneity and university. Reported outcomes include higher pass rates, improved transitions, increased STEM enrolments, and enhanced student self-awareness, self-efficacy, self-confidence, and belonging through structured weekly reflections.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/myth-busting-in-an-aboriginal-pre-university-enabling-program-embedding-transformative-learning-pedagogy/594245/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/myth-busting-in-an-aboriginal-pre-university-enabling-program-embedding-transformative-learning-pedagogy/594245.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do some Indigenous students who complete bridging programs still not enrol in university?","Question",{"text":112,"@type":113},"Completion of bridging programs does not always correlate with university enrolment. The paper frames this discrepancy as requiring a stronger pedagogical approach aligned with students’ cultural and learning contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What pedagogy does the enabling program use to address deficit myths?",{"text":117,"@type":113},"The curriculum challenges deficit myths about Aboriginal and Torres Strait Islander Australians and education. It leverages transformative learning and cultural interface theories to help students develop narratives about Indigeneity and university without deficit stereotypes.",{"name":119,"@type":110,"acceptedAnswer":120},"What improvements are reported after implementing the myth-busting pedagogy?",{"text":121,"@type":113},"Indigenous student records show marked improvement in bridging program pass rates and transitions into undergraduate study. Enrolments into STEM tripled, and weekly reflections suggest gains in self-awareness, self-efficacy, self-confidence, and sense of belonging.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594245,1792189480,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Myth-busting in an Aboriginal pre-university enabling program: Embedding transformative learning pedagogy  \nRebecca Bennett1, Karin Strehlow1 and Braden Hill2  \n1 Kulbardi Aboriginal Centre, Murdoch University, 90 South Street, Murdoch, Western Australia, 6150 email: [rebecca.bennett@murdoch.edu.au](rebecca.bennett@murdoch.edu.au)  \n2 Office of Pro-Vice-Chancellor, Equity and Indigenous, Edith Cowan University, Western Australia, 6050  \nPre-university bridging programs can address the significant under-representation of Indigenous students in Australian universities by providing culturally supported alternative pathways into undergraduate study. However, successful completion of bridging programs does not always correlate with university enrolment for Indigenous students. This paper offers a pedagogical rationale for an Indigenous bridging program that aims to address this discrepancy. The program curriculum challenges deficit myths about Aboriginal and Torres Strait Islander Australians and education, while developing foundational academic skills for university study. Leveraging transformative learning and cultural interface theories, the program aims to empower students with the opportunity to develop their own narratives about Indigeneity and university, free from deficit stereotypes. Since implementation of this myth-busting pedagogy, Indigenous student records indicate marked improvement in bridging program pass rates and in transitions into undergraduate study.  \nAdditionally, enrolments into science, technology, engineering and maths (STEM) tripled. Students’weekly reflections, collected over seven iterations of the course, suggest that the transformative pedagogy developed students’ self-awareness, self-efficacy, self-confidence and sense of belonging at university.  \nKeywords: Indigenous higher education, transition pedagogy, Indigenous students, cultural  \ninterface, transformative learning, pedagogy  \nIntroduction  \nThe educational, economic and health outcomes for Aboriginal and Torres Strait Islander1 Australians fall well below those experienced by the majority of non-Indigenous Australians. Against a range of social determinants, including life-expectancy, social and emotional wellbeing, employment, housing, and education, Indigenous peoples are consistently reported as experiencing disproportionate disadvantage in Australia (Department of the Prime Minister and Cabinet, 2018; Wilks & Wilson, 2014; Kildea, 2013) . Only 1.7 per cent of Aboriginal and Torres Strait Islander people hold university  \n1 In Western Australia, most Indigenous people identify as “Aboriginal”. This term is used interchangeably with Indigenous and Aboriginal and Torres Strait Islander to acknowledge local identification; however, its use is not intended to exclude Torres Strait Islander people from the conversation.  \nqualifications (Department of the Prime Minister and Cabinet, 2018). This is compared to 31.4 per cent of Australians overall (Australian Bureau of Statistics, 2018) .  \nOne strategy to address the significant under-representation of Indigenous students in Australian universities is the pre-university bridging course. Bridging programs are integral to increasing the engagement of Aboriginal and Torres Strait Islander people in higher education (Fredericks et al., 2017; Kinnane et al., 2014); in 2010 they accounted for more than half of all Aboriginal and Torres Strait Islander university enrolments (Behrendt et al., 2012) . Further, while vocational education and training (VET) accounted for the highest overall alternative transitions into Australian universities, bridging programs were the primary pathway for Indigenous students (Behrendt et al., 2012) .  \nBridging courses (also known as access or enabling programs) vary from institution to institution in terms of structure, delivery, curriculum, and duration. They also present complex pedagogical and curriculum challenges in that they cater to a wide range of students, inc","cbCaic8YG8F3S9qP","https://ap.wps.com/l/cbCaic8YG8F3S9qP","pdf",324259,"English","# Introduction\n## Indigenous disadvantage and the need for bridging programs\n## Characteristics and outcomes of enabling programs\n## Epistemological context and the critique of university knowledge paradigms","[{\"question\":\"Why do some Indigenous students who complete bridging programs still not enrol in university?\",\"answer\":\"Completion of bridging programs does not always correlate with university enrolment. The paper frames this discrepancy as requiring a stronger pedagogical approach aligned with students’ cultural and learning contexts.\"},{\"question\":\"What pedagogy does the enabling program use to address deficit myths?\",\"answer\":\"The curriculum challenges deficit myths about Aboriginal and Torres Strait Islander Australians and education. It leverages transformative learning and cultural interface theories to help students develop narratives about Indigeneity and university without deficit stereotypes.\"},{\"question\":\"What improvements are reported after implementing the myth-busting pedagogy?\",\"answer\":\"Indigenous student records show marked improvement in bridging program pass rates and transitions into undergraduate study. Enrolments into STEM tripled, and weekly reflections suggest gains in self-awareness, self-efficacy, self-confidence, and sense of belonging.\"}]","Myth-busting in an Aboriginal pre-university enabling program - Embedding transformative learning pedagogy | PDF",1792078795,48]