Keeping Things in Perspective - The Hero’s Journey as a Template for Learning

Sep 4, 2026

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Increasingly multicultural teaching contexts and rapid world change require pedagogy that supports diverse ways of knowing to strengthen equity and accessibility for students. The paper focuses on narrative as a structure for making meaning, highlighting CQUniversity Australia’s STEPS tertiary enabling program and its use of Vogler’s Hero’s Journey metaphor for reflective journaling. Evidence from a small-scale, multi-year project identifies key functions: providing an outlet, normalising experience, and enhancing focus and motivation.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages13

Reading Time5 min

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Abstract

Introduction

Setting the scene

The Hero’s Journey

Keeping things in perspective – The Hero’s Journey as a template for learning Julie Willans, CQUniversity Australia Rockhampton North Campus, North Rockhampton, Queensland, Australia [j.willans@cqu.edu.au](j.willans@cqu.edu.au) Karen Seary, CQUniversity Australia Bundaberg Campus, Bundaberg, Queensland, Australia [k.seary@cqu.edu.au](k.seary@cqu.edu.au) Abstract By virtue of our increasingly multi-cultural teaching contexts and rapidly changing world, there are many and rich pedagogical strategies that educators can use to accommodate diverse ways of knowing that have the potential to enhance equity and accessibility for students. However one simple technique, as old as humanity itself, is the use of narrative, a“basic structure through which we make meaning of our lives”(Clarke & Rossiter, 2006, p. 1). For over 15 years now, the Skills for Tertiary Education Preparatory Studies (STEPS) tertiary enabling program at CQUniversity Australia has utilised Vogler’s (1998; 2007) Hero’s Journey metaphor as a framework for students to journal their learning journey while in the program. Such a useful tool has been found to serve many functions for students. This paper reports on anecdotal findings of a small-scale project based on documented evidence across several years to outline the main functions The Hero’s Journey has been found to fulfil. These include: acting as an outlet valve; a ‘normalising’ tool; and a focusing and motivational tool. We purport that when students are encouraged to self-reflect on their lived experiences, they can gain a “heightened insight into their own learning and development”(Clarke & Rossiter, 2006, p. 3). By empowering students to use reflective journaling to respond to the various challenges and rewards they encounter throughout their STEPS journey, they become foregrounded as protagonists in their own learning journey. When they have opportunities to understand that changing emotions associated with this trajectory is normal human behaviour, they can experience significant transformation in not only in how they engage with curricular content, but how they perceive themselves as learners. Introduction This paper begins by setting the scene, namely within the context of the STEPS program at CQUniversity Australia. It then outlines a reflective journaling strategy used in the STEPS program, notably The Hero’s Journey framework, to guide and inspire written reflection. A definition of transformative learning theory is provided as personal change is a wellrecognised outcome of students’ participation in STEPS. Following this is a discussion of the practice of journaling in general, with mention made of some of the associated benefits and limitations. A brief description of how reflective journaling is guided in STEPS via The Hero’s Journey is provided. The methodology for this small-scale study is outlined and the main findings presented as evidence that attests to the value and power of reflective journaling. Setting the scene The 30 year old STEPS program at CQUniversity Australia is an enabling program that provides a tailored pathway for those students 18 years and older seeking entry into university. Spanning some 11 campuses across four Australian states, this tuition-free program has provided in excess of 15000 students access to further education at the tertiary level. Acceptance to the program is via online diagnostic entry assessment, supported by an individual interview. One core and 11 elective courses comprise the program which can be undertaken on campus or by distance mode over a term of 12 weeks or a period of up to two years. STEPS courses encompass the areas of academic writing, computing, independent learning, mathematics, sciences and information literacy skills. Contingent on assessment results and the completion of specific program requirements, students articulate by direct entry to CQUniversity degree programs. STEPS attracts the majority of its students

FAQs

What problem does the paper address in teaching contexts like STEPS?

It addresses the need for pedagogical strategies that accommodate diverse ways of knowing while improving equity and accessibility for students.

How does STEPS use The Hero’s Journey in students’ learning?

STEPS encourages students to use the 12-stage Hero’s Journey template for reflective journaling to make sense of their learning journey and experiences.

What key functions does The Hero’s Journey serve for students according to the paper?

It functions as an outlet valve, a normalising tool, and a focusing and motivational tool that supports self-reflection and personal insight.

Sep 4, 2026

Upload by Ezra