This article explores and conceptualises the emergent and historic presence of a feminised pedagogical praxis in Australian Enabling (university access) programs. Analysing a participatory project at a regional university that sought to map these pedagogies, it specifically aims to visibilise the complexities of careful pedagogical practices which…

This article is about missed opportunities for promoting learning and growth in our increasingly diverse classrooms and the fundamental affective and social questions we need to address if we are to teach about diversity effectively. It is about the need to develop trust within diverse groups, so that students can learn from each others'…