Introduction: This roundtable discussion will explore how integrating an intersectional approach, Carl Rogers' client-centered/phenomenological methodology, and transition pedagogy can significantly enhance the educational experience of regional students. These students often face unique challenges such as geographic isolation, socioeconomic barriers, and cultural differences (Wright & Rogers, 2021). By combining these pedagogical strategies, the aim is to bridge the gap between regional and urban students, promoting equitable educational practices and addressing regional disparities (Keleher & Franklin, 2018).
Aims/Objectives:
*To examine how an intersectional approach can address the diverse needs of regional students, balancing power dynamics within the learning environment (Crenshaw, 1991).
*To explore how Carl Rogers' client-centered/phenomenological approach supports regional students by fostering empathy, self-exploration, and confidence (Rogers, 1951).
*To analyze the application of different transition pedagogic strategies in supporting students from regional backgrounds during their transition from school or work to university (Krause et al., 2006).
Questions for Exploration and Discussion:
Intersectional Approach and Power Dynamics (Crenshaw, 1991): What strategies might be employed to value and integrate diverse experiences within the educational setting? How can treating students as academic peers help bridge the invisible barriers they may feel, and avoid reinforcing power imbalances? What methods can be used to acknowledge their various intersections, validate their feelings, and support them in navigating both internal and external barriers?
Carl Rogers' Client-Centered/Phenomenological Approach: How might empathy, self-exploration, and unconditional positive regard contribute to their academic and personal growth, and support their sense of agency (Rogers, 1951)? How can creating an emotionally and mentally safe environment enhance students' ability to thrive, and what role does the phenomenological approach play in validating students' personal and professional realities? What strategies from this approach can be implemented to help students explore their experiences through an academic lens?
Strategies of Transition Pedagogy : How can Transition Pedagogy, which focuses on holistic support during key educational phases such as entering university, adjusting to new academic environments, or bridging gaps in skills and knowledge (Krause et al., 2006), be enhanced through tools like storytelling, visualization, and discussions of shared experiences (Hutchings, 2017)? What impact do these tools have on making learning more relatable and accessible? How can their integration support students from regional backgrounds during their transition to higher education?
References:
*Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241-1299.
*Hutchings, P. (2017). Transformative Teaching: Integrating Storytelling and Visualization in Higher Education. Journal of Pedagogical Innovation, 5(3), 45-60.
*Keleher, H., & Franklin, A. (2018). Bridging the Gap: Enhancing Support for Regional Students. Higher Education Research & Development, 37(4), 849-862.
*Krause, K.-L., Hartley, R., James, R., & McInnis, C. (2006). The First Year Experience in Australian Universities: Findings from a Decade of National Studies. University of Melbourne Press.
*Rogers, C. R. (1951). Client-Centered Therapy: Its Current Practice, Implications, and Theory. Houghton Mifflin.
*Wright, J., & Rogers, C. (2021). Applying Intersectional Pedagogy in Higher Education: Challenges and Opportunities. Educational Review, 73(2), 199-215.
