Social inclusion through community embedded, socially supported university education (CESS)
Peter Howard and Tim Marchant
Australian Catholic University and Mission Australia
Contact Email:   marchanttmissionaustralia.com.au

This paper explores recent collaborative research into an innovative educational program working with Australians facing disadvantage. Catalyst-Clemente, an examplar of community embedded socially supported university education, delivers university level humanities education in a community setting. The program operates at eight sites nationally with more than 25 graduates and a current enrolment of over 100 students.

Preliminary research (2005-6) into the impact of the program pointed to increased student self esteem and autonomy. Subsequent research, conducted at four sites across Australia (2007-8) by Mission Australia and Australian Catholic University, developed a more detailed profile of the students and a more nuanced understanding of the outcomes achieved. This research which provided a clearer understanding of pathways through the program laid the groundwork for a successful three year Australian Research Council linkage grant currently underway.

This paper, reporting and critically reflecting on past and current research, will examine emerging outcomes and initial thinking about the factors and processes which underpin it. In so doing, the paper will point to ‘what works’ in engaging or re-engaging people who may have been out of the mainstream for a considerable period of time and hence offers practical suggestions for a national social inclusion agenda.

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