Towards a Richer Understanding of Cultural Complexity: Examining Diversity and Cultural Identity within Tertiary Teacher Education

By Carol Helene Carter.

Published by The Diversity Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The research, on which this paper is based while strongly influenced by my South African background, is firmly located within an Australian tertiary teacher education context. Australia, with its varied population, is well placed demographically to be the site of my examination of diversity and cultural identity.
In this paper I reflect on the assumptions I brought to a PhD practitioner-led action research process and outline aspects of my research journey that led me to interrogate my simplistic and reductive notions of culture and towards a richer understanding of cultural complexity. I examine ambiguities and multiple interpretations within the elusive concept of culture. I define the terms hybridity, essentialism, choice and globalisation that I considered crucial to my understanding of cultural complexities. I have drawn mainly from postcolonial, feminist and transnational cultural theory to explore these terms and link them to learner-teachers definitions of their cultural identities.

Keywords: Teacher Education, Identity, diversity

International Journal of Diversity in Organizations, Communities and Nations, Volume 11, Issue 3, pp.1-14. Article: Print (Spiral Bound). Article: Electronic (PDF File; 772.442KB).

Dr. Carol Helene Carter

Sessional Staff and Recently Completed PhD Student, Education, University of Melbourne and Melbourne Institute of Technology, Melbourne, Victoria, Australia

Sessional lecturer and recently graduated PhD scholar at the University of Melbourne. My PhD examined the role of oral art forms in supporting drama pedagogy and intercultural understanding Previously lecturer and BEd coordinator (University of Fort Hare, South Africa). Masters research examined and addressed potential constraints in the use of Drama in Education in South African Classrooms. My research interests include Action Research; Arts-based Research and Narrative Inquiry; Learning and Teaching; Drama Education; Oracy and Oral Art Forms; Education Policy and Higher Education; Postcolonial Theory, Culture and Intercultural Communication; and Constructivism and Socio-Constructivism.


There are currently no reviews of this product.

Write a Review