Abstract

In the context of widening university participation, there is growing demand for enabling pedagogy that fosters student capabilities and provides transformative outcomes for individuals, universities, and society. Australian enabling programs provide pathways to higher education, wherein students gain academic literacies and prerequisite knowledge for success at undergraduate. Interviews with academics teaching into enabling programs identified that intellectual capability was not the main limitation for underrepresented students, raising questions as to how educators can better recognize student capability. Results from this study challenge conventional arguments regarding cultural capital, identifying that new students bring undervalued forms of knowledge. This study emphasizes the importance of educator attitudes, which foster learning environments where diverse knowledges are valued. This research articulates enabling strategies, useful for academics and practitioners working with students in transition, which support new students to actively contribute to the academy, ultimately strengthening educational institutions and society as a result.