Conceptualising a pedagogical cultural identity through the narrative construction of early career Aboriginal teachers' professional identities |
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| Institution: | 1. Melbourne Graduate School of Education, The University of Melbourne, 100 Leicester Street, Carlton, VIC 3053, Australia;2. Australian Council for Educational Research, 19 Prospect Hill Road, Camberwell, VIC 3124, Australia;3. Central Australian Aboriginal Congress, PO Box 1604, Alice Springs, NT 0871, Australia;1. Menzies Health Institute QLD, School of Nursing & Midwifery, Griffith University, Logan Campus, University Drive, Meadowbrook, QLD 4131, Australia;2. Menzies Health Institute QLD, Griffith University, Logan Campus, Meadowbrook, Australia;3. Menzies Health Institute QLD, Griffith Health, Logan Campus, Meadowbrook, Australia |
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| Abstract: | This paper explores the concept ‘pedagogical cultural identity’ as one that embeds cultural knowledge and lived experience into pedagogical practice. Four narratives were constructed from fifteen in-depth interviews with early career Aboriginal teachers who completed their Aboriginal Studies teaching degree at the University of Sydney. The study found that these teachers enacted their habitus, harnessed their social and cultural capital, and mobilised their relationship building skills in the construction of their professional identity. Significantly, contextual power relations influenced the enactment of a pedagogical cultural identity, challenging assumptions of a presumed identity claim by exploring its potential and limitations. |
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| Keywords: | Indigenous education Aboriginal teachers Pedagogy Teacher professional learning Teacher identity Power relations |
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