Empowering Disenfranchised Learner Identities through EPortfolios
Empowering Disenfranchised Learner Identities through EPortfolios Journal Article
Learning Communities: International Journal of Learning in Social Contexts
Abstract: To support VET participation, pedagogies need to recognize and respond effectively to the impact of the disparities between those students' realities and educational institutions’ assumptions about knowledge. This paper explores the potential of ePortfolios to recognise and engage diverse learner identities within formal education. The paper reports on the outcomes of a project that developed and utilised ePortfolios with a range of Indigenous learners in vocational education contexts. The learners come from different remote and regionally based communities and explored ePortfolios and a range of different technologies, knowledge systems and the associated literacies. The outcomes are discussed in relation to representations of learners' identities through ePortfolios. The discussion considers the opportunities and challenges for utilising ePortfolios in Indigenous contexts and the vocational education sector.
- Urls: https://www.cdu.edu.au/sites/default/files/the-northern-institute/ijlsc_dec_2009_eportfolio.pdf (this is the full issue; go to p. 104, or 106/140 in the pdf)