White teachers at a discursive crossroad

Spina, Nerida J. (2013) White teachers at a discursive crossroad. Masters by Research thesis, Queensland University of Technology.

Abstract

This study explored the way white teachers speak about Indigenous students and communities. The accounts of teachers working in eight schools across Australia were analysed using Foucauldian discourse analysis. The research found that deficit and colour-blind discourses dominate the ways that white teachers "know" Indigenous students and families. The data indicates that colour-blind and compensatory pedagogies are employed heavily by teachers working with Indigenous students, and highlights the complexities and tensions that exist in schools. Although there is evidence of some disruption to dominant discourses, teachers' discursive resources are limited in terms of imagining and enacting more equitable pedagogies.

Impact and interest:

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ID Code: 64149
Item Type: QUT Thesis (Masters by Research)
Supervisor: Comber, Barbara & Luke, Allan
Keywords: Whiteness studies, Foucault, Colour blind discourse, Deficit discourse, Indigenous students, White teachers, Australian schools
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Institution: Queensland University of Technology
Deposited On: 11 Nov 2013 02:48
Last Modified: 07 Sep 2015 22:35

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