'I'm your new teacher' : the impact of teacher mobility on educational opportunities for marginalised students

Mills, Carmen and Gale, Trevor 2004, 'I'm your new teacher' : the impact of teacher mobility on educational opportunities for marginalised students, Melbourne studies in education, vol. 45, no. 2, pp. 67-82, doi: 10.1080/17508487.2004.9558616.

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Title 'I'm your new teacher' : the impact of teacher mobility on educational opportunities for marginalised students
Author(s) Mills, Carmen
Gale, TrevorORCID iD for Gale, Trevor orcid.org/0000-0003-3927-9267
Journal name Melbourne studies in education
Volume number 45
Issue number 2
Start page 67
End page 82
Total pages 16
Publisher Routledge
Place of publication England
Publication date 2004-11
ISSN 1750-8487
Keyword(s) disadvantaged community
teacher mobility
disadvantaged students
Summary This article provides an alternative perspective on what it means to 'do school' in a disadvantaged community, particularly in the way that disadvantage is reproduced for marginalised students. It explores the mobility of teachers (temporarily) working in a small secondary school located in an economically depressed regional community in Australia, characterised by high levels of unemployment, high welfare dependency and a significant indigenous population. Like many disadvantaged schools, the school has difficulty attracting and retaining high ability teachers, instead relying on a high turnover of often-reluctant staff who are sent to (or feel compelled to) fill positions unable to be resourced through teacher choice procedures. Drawing on parent, student, and teacher interviews, we ask: how does teacher mobility in this context influence the educational opportunities of students who are 'on the margins' of school success and of the socio-economic structure? Specifically, we explore the ways that teacher mobility can reproduce disadvantage by limiting students' access to the dominant cultural capital. We argue that educational policies and politics that reward teacher mobility for moving out of these communities, work to disadvantage students. What is needed is a transformation in policies governing staff placements to establish alternatives that redefine the reward system for teachers in ways that permit these students to succeed.
Language eng
DOI 10.1080/17508487.2004.9558616
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2004, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30040809

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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