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Journal article
Schools as inclusive workplaces: understanding the needs of a diverse teaching workforce in Australian schools
AER, Vol.52, pp.765-779
2025
Abstract
This paper draws together academic and policy literature around the value of a culturally, linguistically and racially diverse (CLRD) teacher workforce in Australia. While Australia's population is becoming more diverse, the teaching population is significantly less so, with far fewer teachers born overseas and/or speaking a language other than English at home. This paper seeks to address some reasons for this lack of diversity, and the lived experiences of teachers from diverse backgrounds, including the unique contributions CLRD teachers make to their school communities and the challenges they face. We begin by describing how CLRD experiences are understood within the Australian education context, and the contributions made by CLRD teachers to their school communities, the barriers to entry, and the experiences of exclusion and discrimination faced by many CLRD teachers in Australian schools. We conclude by highlighting the critical need to support CLRD teachers, by ensuring that schools are culturally safe and inclusive workplaces for teachers, as a necessary precursor to ensuring the same for students.
Details
- Title
- Schools as inclusive workplaces: understanding the needs of a diverse teaching workforce in Australian schools
- Authors
- Rachael Dwyer (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessRachael Jacobs - Western Sydney UniversityJiao Tuxworth - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessJing Qi - RMIT UniversityDaniel X. Harris - RMIT UniversityCatherine Manathunga - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- AER, Vol.52, pp.765-779
- Publisher
- Springer Dordrecht
- Date published
- 2025
- DOI
- 10.1007/s13384-024-00740-1
- ISSN
- 2210-5328; 0311-6999
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Organisation Unit
- Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; Indigenous Services - Legacy
- Language
- English
- Record Identifier
- 991043598102621
- Output Type
- Journal article
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