Global Teachers Living and Teaching in Australia

Abstract

This chapter looks at the experiences of immigrant teachers in Australian schools and Australian communities. Central to this part of the global teacher journey is the racialization (Miles 1993) that they face in schools and communities because of the markers of their ‘immigrant-ness’, or their difference when compared to non-immigrant teachers: their accent, the colour of their skin, their dress, cultural difference and their international teaching experiences. This is a problem of cultural capital conversion for global teachers. Global teachers experience problems that emerge from racialized responses from staff, students and parents, to their cultural differences. A number of immigrant teachers from Africa and Asia reported negative responses to their accent, as did teachers with American and Irish accents. Others reported that they were overlooked for promotion or for selection in employment training and other opportunities that will assist a worker to climb the job ladder at a rate that is commensurate to his or her ability. While some immigrant teachers experienced great difficulty – particularly in the first six months and for those appointed to remote schools – many other immigrant teachers had positive teaching experiences in Australia. Many had developed strong social connections in their new communities. Many intend to continue their global teaching journey, while others will remain in Australia. The majority would recommend to other global teachers that they come to teach in Australia. A key factor in determining whether an immigrant teacher enjoys his or her teaching experience and living experience in a country like Australia is the extent to which the different cultural capital of immigrant teachers is racialized, devalued and penalised in the school and community.