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While embedding Academic Language and Literacies (ALL) instruction in discipline-specific courses is known to be effective, it is difficult to enact across the siloed university. Moreover, the move to online/ remote delivery during COVID-19 has necessitated greater focus on the development of online supports. This article reports on an effort to embed digital ALL support in a mandatory social research methods course, which we argue is particularly suited to academic literacies instruction. A series of digital videos were created to complement a literature review assignment, and were evaluated using video analytics, end-of-course student surveys, and individual interviews with tutors. Quantitative analysis of viewing patterns demonstrated that the majority of students accessed the videos multiple times, while qualitative data suggest that students generally had positive responses to the videos. However, thematic analysis of interviews with tutors showed that while they considered the content helpful, they also had reservations about the length and use of the videos. These findings clearly demonstrate the extent of the unmet need to integrate these types of approaches into undergraduate courses. We also argue that if universities wish to maintain currency in a shifting, globalised world, they must do more to foster the types of collaborative partnerships that facilitate effective ALL instruction in undergraduate coursework. These findings carry particular relevance for teaching and learning literacies in the wake of COVID-19, because digital video has become even more integral to higher education.

Recently, an increasing number of students from refugee and asylum-seeking backgrounds (SRABs) entering universities in settlement countries such as Australia and Germany have necessitated the establishment of a variety of supports, both as formal programs and informal ad-hoc networks. However, to date, little attention has been paid to the organisational conditions surrounding such supports. This study thus examined these conditions through the conceptual lens of organisational memory loss. Based on the two illustrative cases of Australia and Germany, it was described how building durable and responsive supports for SRABs is undermined by structural, ideological, and temporal imperatives that erode the possibilities for a sharable organisational memory. Furthermore, it was argued that similar to global arguments for durable pathways to settlement, universities need to develop and deliver lasting expertise and durable student supports by focusing on preserving organisational memory.

Although the importance of developing students' academic literacies has been well-established, academic oracy has been forgotten. There is a paucity of attention to oracy in higher education, despite the key role played by students' oral communication in academic achievement and graduate employability. This study offers a scoping review of the international scholarly literature that does exist, to explore how oracy has been framed and discussed in higher education, and whether connections have been made with the equity agenda to widen participation to traditionally under-represented groups. Following Arksey and O'Malley's framework for scoping studies, the 31 papers reviewed suggest that oracy is framed in disparate ways, reflecting disconnected understandings of the range, breadth and possibilities for oracy teaching. An oracy as product perspective prevails in the studies, with oracy predominantly explored through monologic, monoglossic activities, assessments, and graduate attributes. The review has highlighted the need to recognise an "oracy for learning" perspective; to establish shared understandings of the features of oracy; and to embed the teaching of oracy practices that support all students, regardless of linguistic and educational background, within their disciplinary learning.

Employability is a powerful discourse in higher education, yet as a driver for policy and practice it has not translated into an uplift in graduate outcomes for all student groups. In particular, Culturally and Linguistically Diverse Migrant and/or Refugee (CALDMR) students experience inequitable graduate outcomes and access to meaningful employment opportunities. Drawing on a national study of career advisors and CALDMR students' experiences of how Australian universities support their career development, we examine CALDMR students' employability through the conceptual framework of graduate capitals. We make two key contributions: firstly, we offer insights into staff and student perceptions of university approaches with CALDMR. Secondly, we identify a lack of linguistic and cultural diversity conceptualisations of employability by examining the experiences of CALDMR students and staff through the lens of graduate capitals. We disrupt the assumptions and presumed familiarity with cultural knowledge.

People seeking asylum in Australia face complex and significant barriers accessing higher education. Due to the temporary nature of their visa, their only pathway to university is being granted admission as an international student, which is financially prohibitive. This paper focuses on the lived experience of people seeking asylum with regard to accessing higher education, and identifies six major themes: the importance of accessing studies; the stress of struggling to meet living expenses while studying; mental health issues; support for people with disabilities, health challenges, and family responsibilities; the importance of language support and navigational brokers; and the role of higher education in the settlement of people seeking asylum. The research indicates that more university and community support is needed to foster access and participation, but the priority should be on addressing the Australian Federal Government policies that underpin the most significant barriers facing people seeking asylum in accessing higher education. This recommendation is most pressing in light of the re-election of the Coalition Government in May 2019, which has committed to continue these restrictive policies.

In the context of the equity/widening participation policy landscape in Australia, scholarly exploration of alternative pathways into higher education is becoming increasingly important to inform innovative pedagogies, answer complex questions, and improve outcomes and experiences for students. This article focuses on one alternative pathway, 'enabling' education, which has a 45-year history in Australia but has, for a variety of reasons, remained on the periphery of mainstream discourses about higher education. In this article, we offer a meta-scoping study of a selection of 88 journal articles and research reports focusing on Australian Enabling education. Through an analysis of who is writing, what is written and how it is written, we attempt to unite enabling education scholars in a conversation about our field and suggest ways forward to better connect with broader conversations about higher education in Australia and move enabling programs, practitioners and the students they serve into the centre stage of Australia's equity in higher education agenda.

While the impacts of COVID-19 on higher education are still unfolding, it is clear that the disruption caused by the pandemic has provided a warrant to re-consider existing teaching and learning practices. We provide a reading on whether existing teaching and learning practices should be retained or whether new practices can and should emerge through the lens of culturally and linguistically diverse migrant and refugee (CALDMR) students. These students already experienced significant educational disadvantage before the pandemic moved teaching and learning online. Drawing on findings from an Australian study that explores the experiences of both university students and staff, we question whether these experiences offer hope for what bell hooks calls engaged pedagogy -- as a form of university teaching and learning that is more caring, more student-centred and collaborative, and more exciting.

Research into issues relating to people from refugee backgrounds has proliferated in line with the explosion in the numbers of people seeking refuge globally. In this think piece, we reflect on what it means to research with former refugees in contexts of resettlement in an academic and social climate dominated by audit culture and austerity politics. Drawing on an interdisciplinary literature and existing institutional ethics standards, we discuss key, often unaddressed, ethical issues which manifest throughout research processes of recruitment, data collection and dissemination. Specifically, we problematise static and decontextualised approaches to engaging with issues of vulnerability, fair selection, informed consent and the burdens and benefits of participation, and point towards the benefits of taking an ethics in practice approach. In doing so, we hope to make a useful contribution to our collective strategic repertoires to carry out ethical research in practice with former refugees.

There is a strong rationale for people seeking asylum and refugees given temporary protection to be key beneficiaries of Australian higher education equity practices. However, despite the extreme precarity they face, this group remains among the most educationally disadvantaged populations in Australia. Here, we use critical discourse analysis to examine the publicly available statements of 38 Australian universities to identify discursive representations of equity practices and connections, with our analytic gaze focused through the lens of people seeking asylum. Using a three-part analytic heuristic examining 'statements', 'practices' and 'connections', we offer a critical discourse analysis of how each public university expresses its commitment to the equity agenda in powerful stakeholder-facing documents--such as annual reports, strategic plans and media releases--and we compare this analysis against institutional stated practices with regard to people seeking asylum. In identifying misalignments between equity statements and stated practices, we suggest that institutional equity narratives articulate 'imagined worlds', in which all marginalised groups can access higher education. We argue that now is the time to move beyond these 'imagined worlds', to enact stated commitments to universal education, by instituting real and effective practices to facilitate equitable access to Australian higher education for people seeking asylum.

Although journeys into and through higher education can be challenging for all learners, students from refugee backgrounds (SfRBs) face particular difficulties due to their culturally and linguistically diverse (CALD) backgrounds, and pre-settlement experiences of instability, insecurity, likely trauma and interrupted education. Drawing on a longitudinal, ethnographic exploration of the educational trajectories of a group adult SfRBs living in a regional Australian city, this article questions how 'traditional' understandings of transition -- as linear, ritualised and predictable -- can account for the complex lived experiences of SfRBs trying to access and participate in higher education studies in a resettlement context. Working with the anthropological notion of liminality (Turner 1969; Van Gennep 1960) and the notion of 'stuck places' (Lather 1998), we offer a more nuanced understanding of how 'messy' educational transitions are experienced, and how normative notions of what transition 'should be' act to mask these experiences, leaving SfRBs 'stuck' in the liminal space of becoming a student in higher education.

Enabling education is an enactment of Australia's attempts to address inequity in higher education (HE), offering free, alternative pathways to students who do not enter through the 'traditional' school-university pathway. Each Australian enabling program is different in terms of size, design, curricula and length, meaning that there is significant national variation. This is particularly the case with the entry requirements for enrolment. While many enabling programs are 'open', where no entry requirements are mandated, other programs implement prerequisite mechanisms, sometimes administered by diagnostic testing instruments. The supports and resources to meet the diverse learning needs of enabling students also vary at each institution according to program design. Access to (or a lack of) appropriate support can significantly impact on students' academic progress. Drawing from the findings of two national audits of Australian enabling programs, this article explores the benefits and challenges associated with the diverse provision and operation of enabling programs. With a particular focus on the varying approaches to entry and available supports, this article examines how specific learning needs of enabling students are identified, and what type of supports are available for them to achieve positive outcomes in their study and, hence, move on to undergraduate programs. In this article, we argue that the diverse nature of enabling program design and provision complicates understandings of what constitutes 'academic readiness' for students with implications for the transferability of their enabling qualification.

Access to and experiences of education among Culturally and Linguistically Diverse Migrants or Refugees (CALDM/R) is a site of increased scholarly interest. While research emphasises new CALDM/Rs' desire to work and meaningfully contribute to their new country, many remain under employed even though many hold multiple tertiary qualifications. This article offers an interpretive review of literature relating to the higher education and employment experiences of CALDM/R, so as to contribute to debates about how universities should facilitate the pathways from university to employment for these students. From our reading of the literature, we argue that current policy fails to address areas of language proficiency, work experience and recognition of work and study from countries overseas, all of which contribute to high levels of unemployment. This review also highlights structural workplace issues of racism, discrimination and exploitation and discussed the role and responsibility of universities in contributing to the employment outcomes for CALDM/R. It concludes that as tertiary education providers have a commitment to ensuring their graduates are 'job ready', particular attention to the needs of CALDM/R is required.

While there is a growing knowledge base of how students experience their transitions into and through university, little is known about how they experience the temporal dimensions of their higher education (HE) studies, particularly for culturally and linguistically diverse (CALD) students. This article draws on Australian longitudinal research that sought to track the experiences of one particularly marginalised group of adult learners -- students from refugee backgrounds -- as they moved into and through university study. While investigating experiences of time was not an explicit goal of this enquiry, our analysis revealed this as a dominant theme. Therefore, drawing on the conceptualisation of 'timescales', this article presents an analysis of the meeting of academic time and the temporalities of students from refugee backgrounds. Using a typology of students' social meanings of time, we found that time was experienced by the students in our study primarily as wasted/ing time; as a goal or achievement; and as compressed time. We identify areas where these perceptions, enactments and feelings about time can create significant challenges for these students, which are exacerbated by their cultural and linguistic differences with those of the host institution. We contend that these challenges are shared by other 'non-traditional' students who balance multiple responsibilities alongside their studies, and we make recommendations for how universities might better respond to their complex needs and lives.

While the impacts of COVID-19 on education are yet to be fully realised, the equity implications of pivoting to remote learning are already clear. The decision to close schools exposed significant vulnerabilities in the education system (particularly in the public school system), with equity cohorts particularly disadvantaged (Wilson & Mude, 2020), and discussions of the 'digital divide' dominated the news cycle (for example, Duffy, 2020; Hunter, 2020). Such arguments are also relevant to the higher education sector, although the impacts on equity students are perhaps less visible because of assumptions about students' independence and pre-existing expectations about using resources such as virtual learning environments and digital tools. In this article, the authors reflect on the challenges from one particular group of students -- Culturally and Linguistically Diverse Migrant and/or Refugee (CALDM/R) students -- as a lens to unpack the ways that issues relating to cultural and linguistic diversity, financial disadvantage, mental health, unfamiliarity with educational systems and interrupted education have been magnified by the unfolding implications of COVID-19.

This paper discusses the methodological and logistical complexities that underpin multi-method, multi-sited, multi-phased research with vulnerable communities. The project on which we draw was a 3-year Australian government-funded, longitudinal and cross-sectional exploration of students from refugee backgrounds (SfRBs) as they moved into, through and out of higher education from three different contexts, educational pathways and localities in Australia. While all students entering and participating in higher education may experience challenges, for SfRBs these are compounded by their linguistic and cultural diversity, instability, possible trauma and disrupted schooling. In the project presented in this article, these complexities and their relationships with transitions to higher education were captured through diverse methods and methodologies at three research sites, including longitudinal research with repeat interviews and cross-sectional, explorative methods. The opportunities provided by this methodological approach far outweighed the ethical and practical difficulties navigated by each of the research teams. The 'thick' data produced through prolonged and repeat engagements with a small cohort of participants at one site were made richer through explorations of differing social and geographical contexts across all three sites. Further, our collective interpretations of the data were made more robust through the reciprocity and reflexivity inherent in ethically researching with (not on) SfRBs and through multiple cross-site research team interactions.

While the importance of academic language and literacies in students' meaningful participation in higher education has been well-explored, studies have focused on writing rather than reading. There has been a significant silence in the literature around what constitutes reading in higher education, the sociocultural complexities of reader engagement with text, and contemporary understandings of situated experiences regarding reading practices in the disciplines, especially for traditionally under-represented student groups. Scholarly interest in academic literacies, and reading in particular, has significant implications for the equity and widening participation agenda. To this end this article critically engages with research examining reading in tertiary education and describes a scoping study of scholarly work at the intersection of three domains: academic literacies, reading studies, and widening participation and equity in higher education. In asking questions of these three overlapping fields of inquiry, we map trends in existing academic literature, and argue for a research agenda that examines the experiences, perceptions and enactments of academic reading in the context of South African and Australian efforts to widen participation to higher education.

This paper contributes a rich picture of how students from refugee backgrounds navigate their way into and through undergraduate studies in a regional Australian university, paying particular attention to their access to and use of different forms of support. We draw on the conceptualisation of "hot" and "cold" knowledge, offered by Ball and Vincent (1998. "'I Heard it on the Grapevine': 'Hot' Knowledge and School Choice." "British Journal of Sociology of Education" 19 (3): 377-400), and the addition of "warm" knowledge offered by Slack et al. (2014. "'Hot', 'Cold' and 'Warm' Information and Higher Education Decision Making." "British Journal of Sociology of Education" 35 (2): 204-223), to develop an understanding of how students from refugee backgrounds make choices about how they locate, select and access support for their studies. The findings of this paper suggest that students from refugee backgrounds do not view the "cold" (unfamiliar-formal) institutional support on offer as "for them"; instead they expressed a preference for the "warm" (familiar-formal) support offered via "trusted" people who act as literacy/sociocultural brokers or "hot" (familiar-informal) support of their grapevine of other students (past and present) or experienced community members.

Enabling education has a respected and established place in Australian higher education as an alternative pathway into university study. While the value of enabling education in providing access to higher education is undeniable, its provision across Australia is necessarily diverse, as individual programs respond to the needs of their local communities. This resulting diversity makes it difficult to gain insight into the field of enabling education. Given the purpose of enabling education is to prepare students for tertiary study, the role of academic literacies and language (ALL) is central for both Native English Speaker and Language Background Other Than English students, and it is to this focus that this paper attends. To shed light on the field, this paper presents the findings from a national audit of enabling education, providing a much-needed overview of the enabling programs offered across Australia, focusing on the ways that language and literacies are taught, positioned and, in some cases, disconnected from practice. Drawing on this analysis, we discuss how language and literacies are positioned as either central or periphery to the core work of enabling programs and begin a discussion which seeks to place ALL at the centre of enabling education.

This article describes the development of gifted education in Victoria, Australia. It discusses implementation of the Bright Futures Policy and Program in 1995, the special gifted programs, and the Bright Futures Professional Development Package designed to improve gifted identification, develop awareness of school-based program options, and encourage school-wide programs. (CR)

Employability is a powerful discourse in higher education, yet as a driver for policy and practice it has not translated into an uplift in graduate outcomes for all student groups. In particular, Culturally and Linguistically Diverse Migrant and/or Refugee (CALDMR) students experience inequitable graduate outcomes and access to meaningful employment opportunities. Drawing on a national study of career advisors and CALDMR students' experiences of how Australian universities support their career development, we examine CALDMR students' employability through the conceptual framework of graduate capitals. We make two key contributions: firstly, we offer insights into staff and student perceptions of university approaches with CALDMR. Secondly, we identify a lack of linguistic and cultural diversity conceptualisations of employability by examining the experiences of CALDMR students and staff through the lens of graduate capitals. We disrupt the assumptions and presumed familiarity with cultural knowledge. [ABSTRACT FROM AUTHOR]

There is a strong rationale for people seeking asylum and refugees given temporary protection to be key beneficiaries of Australian higher education equity practices. However, despite the extreme precarity they face, this group remains among the most educationally disadvantaged populations in Australia. Here, we use critical discourse analysis to examine the publicly available statements of 38 Australian universities to identify discursive representations of equity practices and connections, with our analytic gaze focused through the lens of people seeking asylum. Using a three‐part analytic heuristic examining 'statements', 'practices' and 'connections', we offer a critical discourse analysis of how each public university expresses its commitment to the equity agenda in powerful stakeholder‐facing documents—such as annual reports, strategic plans and media releases—and we compare this analysis against institutional stated practices with regard to people seeking asylum. In identifying misalignments between equity statements and stated practices, we suggest that institutional equity narratives articulate 'imagined worlds', in which all marginalised groups can access higher education. We argue that now is the time to move beyond these 'imagined worlds', to enact stated commitments to universal education, by instituting real and effective practices to facilitate equitable access to Australian higher education for people seeking asylum. [ABSTRACT FROM AUTHOR]

Enabling education is an enactment of Australia's attempts to address inequity in higher education (HE), offering free, alternative pathways to students who do not enter through the 'traditional' school–university pathway. Each Australian enabling program is different in terms of size, design, curricula and length, meaning that there is significant national variation. This is particularly the case with the entry requirements for enrolment. While many enabling programs are 'open', where no entry requirements are mandated, other programs implement prerequisite mechanisms, sometimes administered by diagnostic testing instruments. The supports and resources to meet the diverse learning needs of enabling students also vary at each institution according to program design. Access to (or a lack of) appropriate support can significantly impact on students' academic progress. Drawing from the findings of two national audits of Australian enabling programs, this article explores the benefits and challenges associated with the diverse provision and operation of enabling programs. With a particular focus on the varying approaches to entry and available supports, this article examines how specific learning needs of enabling students are identified, and what type of supports are available for them to achieve positive outcomes in their study and, hence, move on to undergraduate programs. In this article, we argue that the diverse nature of enabling program design and provision complicates understandings of what constitutes 'academic readiness' for students with implications for the transferability of their enabling qualification. [ABSTRACT FROM AUTHOR]

Although journeys into and through higher education can be challenging for all learners, students from refugee backgrounds (SfRBs) face particular difficulties due to their culturally and linguistically diverse (CALD) backgrounds, and pre-settlement experiences of instability, insecurity, likely trauma and interrupted education. Drawing on a longitudinal, ethnographic exploration of the educational trajectories of a group adult SfRBs living in a regional Australian city, this article questions how 'traditional' understandings of transition – as linear, ritualised and predictable – can account for the complex lived experiences of SfRBs trying to access and participate in higher education studies in a resettlement context. Working with the anthropological notion of liminality (Turner 1969; Van Gennep 1960) and the notion of 'stuck places' (Lather 1998), we offer a more nuanced understanding of how 'messy' educational transitions are experienced, and how normative notions of what transition 'should be' act to mask these experiences, leaving SfRBs 'stuck' in the liminal space of becoming a student in higher education. [ABSTRACT FROM AUTHOR]

While there is a growing knowledge base of how students experience their transitions into and through university, little is known about how they experience the temporal dimensions of their higher education (HE) studies, particularly for culturally and linguistically diverse (CALD) students. This article draws on Australian longitudinal research that sought to track the experiences of one particularly marginalised group of adult learners – students from refugee backgrounds – as they moved into and through university study. While investigating experiences of time was not an explicit goal of this enquiry, our analysis revealed this as a dominant theme. Therefore, drawing on the conceptualisation of 'timescales', this article presents an analysis of the meeting of academic time and the temporalities of students from refugee backgrounds. Using a typology of students' social meanings of time, we found that time was experienced by the students in our study primarily as wasted/ing time; as a goal or achievement; and as compressed time. We identify areas where these perceptions, enactments and feelings about time can create significant challenges for these students, which are exacerbated by their cultural and linguistic differences with those of the host institution. We contend that these challenges are shared by other 'non-traditional' students who balance multiple responsibilities alongside their studies, and we make recommendations for how universities might better respond to their complex needs and lives. [ABSTRACT FROM AUTHOR]