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An entrepreneurial adventure? Young women pre-service teachers in remote Aboriginal Australia
Following global interest in how pre-service teacher education might engage with social justice imperatives, this paper reports on interviews with three non-Aboriginal young women pre-service teachers taking part in a professional placement in remote Aboriginal Australia, and explores how their identity work reinscribes and/or challenges racialized forms of power. I argue that theories from the sociology of youth around 21st century girlhood can illuminate these young teachers’ identity work in useful ways that raise important issues and questions for teacher educators to consider. Simultaneously, I show how empirical research into teacher identity can enrich theory and research on young femininities.
History
Journal
Teaching and Teacher EducationVolume
61Pagination
179 - 188Publisher DOI
ISSN
0742-051XIndigenous content
This research output may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. We apologise for any distress that may occur.Publication classification
C Journal article; C1 Refereed article in a scholarly journalCopyright notice
2016, ElsevierUsage metrics
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