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• W3047154911 abstract "As practitioners at coalface, teacher voices are critical in conversations about how to improve persistent abysmal education outcomes for remote Aboriginal students. Yet, despite significant interest and research conducted by educators, academics, government and influential others, teacher voices are resoundingly silent. Foregrounding non- Indigenous teachers in situ, this critical ethnographic study sought to identify challenges experienced by primary teachers in a remote Aboriginal community school and ascertain why challenges to teacher practice endure. The site of this study was a government school in a very remote Aboriginal community, where teachers, including researcher/practitioner, were white. Eighteen teachers including researcher, from a possible 19, participated in two and a half year study. Six preservice teachers, with support from their families, constituted advisory group concerning Aboriginal practices in community.Teacher practice is critical to student academic achievement (Hattie, 2009). Yet, despite an abundance of funding, research and public critique of Indigenous education, teacher practice fails to deliver desired student academic outcomes (ACARA, 2016f). This study is premised on a belief there is more going on at between institution of education and Aboriginal community than inadequate teacher practice. This study foregrounds non-Indigenous teacher voice as one voice that is critical to finding out what is going on in this remote Aboriginal community school.This critical ethnographic study utilised theoretical lens of Third (Bhabha, 1994) to identify school as an in-between in which educators from dominating institution of education and Aboriginal clans from local community meet at of each other's culture. Third theory conceives of two different cultural groups, such as non-Aboriginal teachers and Aboriginal community, as being from two different Spaces. From teachers' perspective, First is institution of education and Second is remote Aboriginal community comprising Aboriginal clans. The First is most familiar to teacher while Second is, for most teachers, foreign. Bhabha (1994) recognises as an enunciative in which talk happens between people including discussion, dispute, concession, apology and negotiation (Bhabha, 1994, p. x). A Third is a hybrid of both First and Second that is unrecognisable as belonging to either one or other. Rather, Third is a coconstructed composition of both. In construction of Third Space, members from both groups actively destabilise the unequal and uneven forces of cultural representations (Bhabha, 1994, p. 245). The shape of contemporary Aboriginal education requires consideration of historical coloniser/colonised relationship that continues to influence government and Aboriginal clan relationships (Nakata, 2007).In its current form, school is unable to address challenges experienced by teachers because government continues to dominate social arrangements within school. Obligated to practice according to institutional demands, teachers find themselves in borderline engagements of cultural difference (1994, p. 3) caught between institutional demands and practices and those of Aboriginal students, local employees and families that originate in clan social orders and arrangements.Third theory complements critical ethnography because they both contest existing norms and move from 'what is' to 'what could be' (Madison, 2012, p. 5). Data were collected from researcher observations, conversations with teachers during day-to-day teacher practice and a semi-structured group interview involving all participants. Teachers' accounts of contradiction, confusion and conflict provided insight into conditions contributing to challenges affecting their practice. Kemmis, McTaggart and Nixon's Practice Architectures framework (2014, p. 81) was utilised to delve deeply into teacher sayings, doings and relatings to identify cultural-discursive, material-economic and social-political arrangements that shape and are shaped by teacher practice. With a 'sense of what could be', this study identified conditions currently holding teacher practice in place, practice resulting in student academic failure.The research found adverse home conditions preclude teacher effectiveness and institution's regulation of schools and teachers undermines teacher effectiveness at borderline. Further, institution's interpretation of 'schooling' locates teachers in middle of a tug-of-war of legitimacy between institution and local clans.In its current form, education in this remote Aboriginal community is untenable for both community and teachers. Many challenges reported by teachers have been repeatedly highlighted in literature in academic research, government reports and documents produced by Indigenous leaders; however, emphasis is mostly placed on Indigenous people. Challenges experienced by Indigenous people in remote communities are presented as detrimental to Indigenous people with little consideration to service providers, including teachers, whose practice is also affected by same challenges. This study shows that current shape of schooling in this remote Aboriginal community is problematic for students AND teachers rather than current intimation of being problematic BECAUSE OF teachers. Teachers are unable to perform their duties to teacher and institution satisfaction because institution's insistence of dominance has led to school being a battleground between two different cultures. In middle of battleground, teachers are accused of being main perpetrator of poor education for Aboriginal students.As a matter of urgency, this study highlights need for school to become a Third Space, a Space of intervention in here and now (Bhabha, 1994, p. 10). 'What is' cannot continue because it is failing both teachers and students and their respective first Spaces, institution of education and local Aboriginal community. The school needs to be reconstructed by institution and community leaders as a Third to tackle entrenched challenges reported by teachers. Challenges described by teachers in this study need to be heard in discussions that create new arrangements." @default.
• W3047154911 created "2020-08-10" @default.
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• W3047154911 date "2018-01-01" @default.
• W3047154911 modified "2023-09-27" @default.
• W3047154911 title "What is going on here? Challenges experienced by white teachers in a government school in a remote Aboriginal community" @default.
• W3047154911 doi "https://doi.org/10.25903/bdqg-4j82" @default.
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