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Abstract
This essay is based on doctoral research that examined the reasons behind the low number of young Aboriginal teachers currently undertaking and completing teacher education in remote communities in Central Australia. By listening to the stories of a group of fully qualified and experienced Aboriginal teachers, this doctoral research explored the complex array of barriers, as well as supports, that Aboriginal people from remote communities encounter as educators. The seven teacher participants in this research have each spent between 20 and 35 years working in their respective schools in their home communities (see map below) and have undertaken and completed the requisite study to become fully qualified teachers. The purpose of this essay is to focus exclusively on the examples of systemic barriers experienced by these teachers through the theoretical lens of race, using settler colonial theory, whiteness theory and critical race theory (CRT).
Highlights
Since the 1788 English settlement/colonisation/invasion of the land known as Australia, along with its subsequent dispossession of Aboriginal people and denial of Aboriginal sovereignty, Aboriginal people in Australia have been positioned by race.1Historically, this was done in overt and obvious ways such as the official policy of assimilation (Hasluck et al, 1961)
This essay looks first at the literature related to Indigenous Teacher education in Australia, followed by an overview of the methodology used in the study
The first section explores how settler colonialism continues to shape and impact the experience of Aboriginal people working within Western educational systems
Summary
Since the 1788 English settlement/colonisation/invasion of the land known as Australia, along with its subsequent dispossession of Aboriginal people and denial of Aboriginal sovereignty, Aboriginal people in Australia have been positioned by race.1Historically, this was done in overt and obvious ways such as the official policy of assimilation (Hasluck et al, 1961). This essay looks at the ways processes of racialization impact Aboriginal teachers working in remote communities. While this is required of all teachers, Aboriginal teachers from remote communities are faced with geographical and language based barriers that make it even more difficult to upgrade their qualifications. Together, their stories offer rich and full accounts of their experiences working for up to 35 years respectively within schools in their home communities. While a number of theoretical approaches could have been applied to the findings, the teachers themselves raised specific and explicit examples of race based barriers in their narratives. Illustrative examples from the teacher narratives are integrated throughout these three sections before some final conclusions are made
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