Australia's Policy Discourse of Culturally and Linguistically Diverse Teachers
Saved in:
| Title: | Australia's Policy Discourse of Culturally and Linguistically Diverse Teachers |
|---|---|
| Language: | English |
| Authors: | Jing Qi (ORCID |
| Source: | Discourse: Studies in the Cultural Politics of Education. 2026 47(2):185-198. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Educational Policy, Foreign Countries, Diversity (Faculty), Cultural Differences, Languages, Disproportionate Representation, Teacher Supply and Demand, Labor Force, Teacher Education, Federal Government, Public Policy |
| Geographic Terms: | Australia |
| DOI: | 10.1080/01596306.2025.2525128 |
| ISSN: | 0159-6306 1469-3739 |
| Abstract: | Recruitment of more culturally and linguistically diverse (CALD) teachers is considered a strategy to address the current national teacher shortage and increasing community diversity in Australia. However, the success of this strategy is cast into uncertainty when considering the historical underrepresentation of CALD school leaders and teachers in Australia. We approach this issue through policy analysis and examine two questions: How are CALD teachers represented in Australian policies about teacher workforce and teacher education? How can CALD teachers be better supported through inclusive policymaking? Using Bacchi's WPR approach, we analyse the problematisations, assumptions, silences, and contradictions in the representations about CALD teachers in Australian federal policies. Findings show a blurred picture and a deficit view of the cohort without genuine understanding of their backgrounds, distinctive contribution and additional challenges they experience. We argue that future policymaking should critically and differentially support CALD teachers towards sustainable careers in Australian schools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502913 |
| Database: | ERIC |
| Abstract: | Recruitment of more culturally and linguistically diverse (CALD) teachers is considered a strategy to address the current national teacher shortage and increasing community diversity in Australia. However, the success of this strategy is cast into uncertainty when considering the historical underrepresentation of CALD school leaders and teachers in Australia. We approach this issue through policy analysis and examine two questions: How are CALD teachers represented in Australian policies about teacher workforce and teacher education? How can CALD teachers be better supported through inclusive policymaking? Using Bacchi's WPR approach, we analyse the problematisations, assumptions, silences, and contradictions in the representations about CALD teachers in Australian federal policies. Findings show a blurred picture and a deficit view of the cohort without genuine understanding of their backgrounds, distinctive contribution and additional challenges they experience. We argue that future policymaking should critically and differentially support CALD teachers towards sustainable careers in Australian schools. |
|---|---|
| ISSN: | 0159-6306 1469-3739 |
| DOI: | 10.1080/01596306.2025.2525128 |
