Much recent research in transitional pedagogies has sought to critique the ‘deficit model’ of learning which begins from the assumption that students lack certain skills, proficiencies, knowledge, and/or cultural capital, and that the task of educators is to remedy that deficit.
Such an assumption, we might argue, is hard-wired into the admissions processes that many FY programmes employ, for example in their use of differential entry tariffs and/or tests in English and Maths. Similarly, ‘deficit approaches’ are often implicit in the ways we approach the teaching of ‘basic skills’ and the introduction of ‘foundational knowledge’ into the FY curriculum – most obviously perhaps in the teaching of mathematics and science, but no less clearly in the pedagogy we adopt in many ‘study skills’ modules too.
This model, however, tends to individualise lack of achievement in learners and to overlook the influence of institutional, cultural or socio-economic factors. Put more bluntly, we might argue that it is the system which has failed FY learners as much as the learners who have failed the system.
Students particularly impacted by this model include:
There is a tendency to conceptualise the needs of these students as a barrier to be overcome rather than a resource to be drawn upon, and thus a source of exclusion rather than inclusion. The increased incidence of students with ALNs on foundation courses clearly renders this model particularly problematic in the context of foundation pedagogy, but it is important to recognise that the negative effects of the deficit model potentially affect all foundation learners.
We seek to encourage critical engagement with the deficit model and its pernicious tendency to unwittingly underpin our practice and rear its head in students’ self-perceptions, as well as its diffusion among the widening participation, student transitions and teaching and learning literatures. We invite contributions which critically examine the deficit model and its effects upon educators and learners and/or which offer strategies for a more inclusive pedagogy, across the disciplines, when working with very diverse groups of FY students.
We are keen for the two days to include a range of activities. Alongside standard paper presentations, our call for papers encourages five-minute ‘lightning’ papers (PechaKucha); workshops, roundtables or 5-minute poster presentations and other creative approaches to knowledge sharing and active learning. We also welcome proposals for full panels consisting of three related papers.
Abstracts of 250 words, as well as full author details (name, position, contact details and institutional affiliation(s)), should be submitted by Friday 1st March 2019. Abstracts should be submitted to email@example.com. Contributors will be notified of the outcome by 5 April 2019.
We hope to write a special issue proposal based on the contributions to the conference, in collaboration with the Foundation Year Network Journal.
A number of bursaries will be made available to facilitate conference attendance – please email firstname.lastname@example.org if you are interested in finding out more about these and we will provide further information when it is available.
Please note you must be a member of the Foundation Year Network to attend the FYN annual conference. If you’re not already a member you can register here.