Australian Journal of Teacher Education
Abstract
Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multi-layered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzaldúa’s Coyolxauqui imperative and Martin’s Relatedness theory are used to analyse the structural conditions that framed the epistemological challenges that I encountered. I suggest a process to support international pre-service teachers who are ethnic minorities to assume a position in relation to these policies. Recommendations for potential further research are outlined.
Recommended Citation
Aguilar Alonso, R. (2020). Responding to Policies that Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher's Experience. Australian Journal of Teacher Education, 45(10). https://doi.org/10.14221/ajte.2020v45n10.1