文章基本信息

标题：Teacher Professional Change at the Cultural Interface: A Critical Dialogic Narrative Inquiry into a Remote School Teacher's Journey to Establish a Relational Pedagogy.
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作者：Lowe, Kevin ; Bub-Connor, Helen ; Ball, Rick 等
期刊名称：Australian and International Journal of Rural Education
印刷版ISSN：1839-7387
出版年度：2019
期号：January
出版社：Society for the Provision of Education in Rural Australia Inc. (SPERA)
摘要：Forward This paper is written as co-constructed dialogic narratives between Helen, a newly appointed Music and English Teacher to a small, remote K -12 school in far western New South Wales (NSW), Rick an accomplished artist and art teacher who also taught at the school and Kevin, an Aboriginal educational researcher. All three had met earlier in a project that supported the implementation of the school and Aboriginal community's Paakantyi language program. During 2012, Kevin had the opportunity to socially engage with staff while conducting interviews with both Helen, Rick, other members of schools' teaching staff, the Aboriginal school staff (1) and parents. These interviews were part of a multisite ethnographic research project on the effect on non-Aboriginal teachers' professional knowledge about Aboriginal students through their engagement with Aboriginal families (Lowe, 2017). Methodology These teachers and the researcher engaged in these conversations over the course of that year, as they met during the day in the staff common room, or later, when Rick and Helen found time at the end of school, after the students had abandoned their classrooms and the hot afternoon winds formed willie willies that spun up the fine red soil that masqueraded as the school's playground. These conversations, which were largely situated in events of the classroom, frequently commencing out of the '[mis]-behaviour' of students, and the constant struggles that Helen and her fellow colleagues experienced in teaching in this remote western NSW school. Often these moments morphed into dialogues that sought an explanation of the depth of student and community resistance and their own and their colleague's apparent inability to reach out to the students in their classrooms. These dialogic moments shone a light onto the struggles that many teachers, both in Australia and elsewhere have more openly admitted to, once having left these 'undesired' teaching appointments (Harper, 2000; Michie, 2014).