From the margins to the centre : the power of transformative learning in Australia

Good, T. L., Bidle, B.J., and Goodson, I.F. [1997. The study of teaching: Modern and emerging conceptions. In B. J. Bidle, T .L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (Vol. II, pp. 671–679). Dordrecht, The Netherlands: Kluwer Academic Publishers] have referred to ‘‘the recent flowering of works on the lives of teachers’’. The term ‘flowering’ conjures up an image of beauty, achievement and transformation. While teaching in the 21st century is often regarded as unremitting and sometimes unrewarding hard work, it can also be exciting, challenging and very rewarding. Since 1986, an enabling program has been offered at Central Queensland University in Australia to serve as an alternative method of entry to undergraduate studies for students who have not completed their secondary schooling. These students can, in some ways, be described as marginalised. While they may initially seem to be unlikely candidates for tertiary studies, most prove to be extraordinarily adept at adapting to what is required of them in a relatively short space of time. The changes that take place can be described as transformative for both students and teachers. The challenges are very real, but those who succeed will move beyond their marginalisation and discover their identity.