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The need for learning arenas: non-indigenous teachers working in indigenous school contexts
Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Arbetsvetenskap.ORCID-id: 0000-0001-9075-7979
2013 (engelsk)Inngår i: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 8, nr 3, s. 242-253Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Work contexts shape conditions for work. Teachers working in Indigenous school contexts face conditions different from teachers working in mainstream schools. Challenging working conditions for these teachers result in high teacher turnover, making it even more difficult for already disadvantaged students to progress. From a social justice perspective, this disruption in learning requires looking at the working conditions for teachers in Indigenous school contexts. Using interviews, this article examines how non-Indigenous teachers working in Indigenous school contexts in Australia experience their working conditions. The interviews reveal ‘learning gaps’ that seem to be associated with their lack of opportunities to develop context-specific professional knowledge.

sted, utgiver, år, opplag, sider
2013. Vol. 8, nr 3, s. 242-253
HSV kategori
Forskningsprogram
Industriell produktionsmiljö
Identifikatorer
URN: urn:nbn:se:ltu:diva-3134DOI: 10.1177/1746197913475763Scopus ID: 2-s2.0-84886389489Lokal ID: 0ea6770f-18bb-4c73-ad2a-bf833550bab5OAI: oai:DiVA.org:ltu-3134DiVA, id: diva2:975990
Merknad
Validerad; 2013; 20120815 (ysko)Tilgjengelig fra: 2016-09-29 Laget: 2016-09-29 Sist oppdatert: 2018-07-10bibliografisk kontrollert

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