Veterans rewriting their narratives: transformative learning as identity reconstruction

Veterans face significant challenges when transitioning to civilian life, including unemployment, health issues, and social adjustment (Albertson, 2019). Higher education can support this transition by offering skill development, flexible study options, and opportunities for personal and professional growth (Andrewartha & Harvey, 2018). While some Australian universities are beginning to support student veterans through recognition of prior learning, referrals to services, and financial assistance, few offer dedicated entry pathway programs tailored to veterans' needs as prospective university learners. This presentation shares insights from a dedicated military university preparation program, exploring how critical pedagogy can support Australian military veterans in their transition from military to academic life. Grounded in Freirean principles, the teaching practice underpinning the program invites veteran learners to engage in dialogue, reflect critically on their experiences, and co-construct knowledge that challenges dominant academic norms and deficit narratives.

Albertson, K. (2019). Relational legacies impacting on veteran transition from military to civilian life: trajectories of acquisition, loss, and reformulation of a sense of belonging. Illness, Crisis & Loss, 27 (4), 255–273.

Andrewartha, L., and Harvey, A. (2019). Supporting military veterans in Australian higher education. Journal of Veterans Studies, 4 (1), 94–109.