‘I really want to make a difference for these kids but it’s just too hard’: one Aboriginal teacher’s experiences of moving away, moving on and moving up

Ninetta Santoro

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This paper draws on longitudinal data to examine the changing professional identity of one beginning teacher over a three-year period. Using a post-structuralist framework and theories of social class and capital, I highlight the complexities, contradictions and impossibilities of new graduate, Luke, sustaining an identity as ‘Aboriginal teacher’ in Australian schools. I trace the shift in his commitment to working with underachieving Aboriginal boys in challenging school contexts at the beginning of his career, to his move into a middle-class white girls’ school towards the end of his third year of teaching. I suggest this was a result of the ongoing stress associated with the expectation that he take sole responsibility for the education of the school’s Aboriginal students, as well as his own upward social class mobility. The paper concludes by raising a number of concerns for education systems, including the retention of Aboriginal teachers in Australian schools.

LanguageEnglish
Pages953-966
Number of pages14
JournalInternational Journal of Qualitative Studies in Education
Volume26
Issue number8
Early online date17 Sep 2012
DOIs
Publication statusPublished - 2013

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teacher
social class
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education system
middle class
social capital
graduate
career
commitment
responsibility
Teaching
education
student

Keywords

  • social class
  • Aboriginal teachers
  • longitudinal research

Cite this

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