ABSTRACT
This part introduction presents an overview of the key concepts discussed in the subsequent chapters. The part looks at the value of diverse cultural capitals and the need for engaging both Indigenous and Western knowledge systems when curating the transitional experience. It considers the role of enabling educator as both facilitator and mentor, demonstrating the importance of the practitioners’ philosophical and pedagogical position when engaging students in an enabling program. The part explores gear and ponders the impacts of neoliberalism in the uncomfortable pedagogical space of online enabling education. It offers the philosophical response of EduPunk as a way for curriculum designers and educators to culture jam the neoliberalist agenda and (re)engage enabling learners in the oft flat space of online learning. The part also offers nuanced conceptualisations and applications of philosophy to pedagogy, and provide snapshots of what diversity looks like within the space of transitional education: culturally, politically, digitally and theoretically.
