“Why do we have to do all this Indigenous stuff?”: Addressing Racism in Teacher Education
This article examines teacher education’s role in preparing teachers in Australia and New Zealand to take account of multiple and diverse cultural, social and historical experiences of the children they teach. It draws on a study of early career teachers, which explored their experiences and reflections in negotiating policy and practice discourses infused with an equity agenda. In particular, the discussion here focuses on responses to policies, social/cultural history and professional practice, and what needs to happen in teacher education, if we are to address significant discrepancies between the educational experience and achievement of indigenous and non-indigenous people.
||Teacher Education, Early Career Teachers, Racism, Indigenous
International Journal of Diversity in Organizations, Communities and Nations, Volume 10, Issue 2, pp.57-68.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 611.401KB).
Lecturer, School of Education, RMIT University, Melbourne, Victoria, Australia
Dr. Rachel Patrick has worked as a teacher educator in both Australia and New Zealand. She is currently a lecturer in the School of Education at RMIT University, in Melbourne, Australia. Rachel has a particular interest in social justice in education and the role that teacher education plays in preparing teachers to work towards this. Her recent and current research focuses on early career and student teachers’ professional knowledge and identity formation, educational policy reform as it plays out in schools, and teacher education’s roles and responsibilities in addressing issues impacting on indigenous peoples. Her teaching responsibilities include coordination and teaching of teacher education courses on diversity and difference and supervision of post-graduate research students.
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