Source: Journal of Early Childhood Teacher Education, Volume 33, Issue 2, 2012, pages 178-189
The authors provide a conceptual base for pedagogy that embraces and incorporates the assets of nontraditional students in higher education and advocates for practice that honors and builds on students' cultural and social capital.
The authors describe the challenges and opportunities faced by nontraditional students within institutions of higher education, focusing specifically on early childhood teacher preparation programs.
The paper proposes the use of narrative/storytelling practice as a way to generate inclusive and transformative learning that expands upon the wisdom of students' lived experiences.
The authors recommend for incorporating this type of pedagogy in order to provide nontraditional students with meaningful learning and an environment that supports the social networks they require to be successful.