Colour, culture and difference in Australian teacher education: voices from the edge

Joseph, D and Johnson, R 2019, 'Colour, culture and difference in Australian teacher education: voices from the edge', Qualitative Research Journal, vol. 19, no. 3, pp. 324-343.

Document type: Journal Article
Collection: Journal Articles

Title Colour, culture and difference in Australian teacher education: voices from the edge
Author(s) Joseph, D
Johnson, R
Year 2019
Journal name Qualitative Research Journal
Volume number 19
Issue number 3
Start page 324
End page 343
Total pages 20
Publisher Emerald
Abstract Purpose Although much has been written about international students in higher education in Australia, there is a paucity of research and discussion about international academics especially non-whites and their lived experience in the workplace. This paper represents the voices of two academics working in metropolitan universities in Melbourne. The purpose of this paper is to raise awareness of how in spite of all the goodwill and highbrow research, the "corridors of academia" need to be examined in considering the politics of inclusion and internationalisation as the authors still need to address issues of colour as they exist in the academy. Design/methodology/approach The authors use narrative inquiry and reflection to tell the story as both phenomenon and method where the phenomenon is the story and inquiry is the narrative. Findings The findings suggest student and staff perceptions of difference are mostly theorised but not practiced within the academy. Research limitations/implications The paper includes two voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. The authors recommend more professional development for staff and students alike to embrace issues of colour, culture and difference. Practical implications The authors draw attention to the need for academics to reflect on their behaviour within their own academic communities and be more aware of minority groups in academia. Social implications By including and listening to issues facing minority groups (academics and students) can only improve the social cohesion of university worksites. Originality/value This is an original work carried out by both authors. It raises concerns that may also be experienced international staff and or students.
Subject Teacher Education and Professional Development of Educators
Keyword(s) Higher education
Teacher education
Critical race theory
Inclusive pedagogy
DOI - identifier 10.1108/QRJ-12-2018-0010
Copyright notice © 2019 Emerald Publishing Limited
ISSN 1443-9883
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