Two conceptual models for facilitating learners' transitions to new post-school learning contexts

Abstract

This chapter introduces two conceptual models for facilitating transitions to new post-school learning contexts. The theoretical perspectives generated by critical discourse theory (CDT) underpin the first model, the 'New Learning Framework' whereas the perspectives stemming from constructivism and cross-cultural communication theory inform the second model, the 'Model for Transition Practices'. Both models are process orientated and therefore applicable to a range of new learning contexts. Those related to the higher education (HE), workplace and inter-cultural contexts are advanced here. The models are supported by data derived from two research studies, one on a regional Australian university and the second an analysis of conference papers presented to a multicultural conference held at the Australian National University (ANU), Canberra, Australia.