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Understanding the Complex Work of Aboriginal Education Workers in Schools

Published online by Cambridge University Press:  16 November 2017

Anne Price ,
Elizabeth Jackson-Barrett ,
Graeme Gower  and
Jan Herrington
Anne Price*
Affiliation:
School of Education, Murdoch University, Murdoch, WA 6150, Australia
Elizabeth Jackson-Barrett
Affiliation:
School of Education, Murdoch University, Murdoch, WA 6150, Australia
Graeme Gower
Affiliation:
School of Education, Edith Cowan Institute for Education Research, Edith Cowan University, Joondalup, WA 6027, Australia
Jan Herrington
Affiliation:
School of Education, Murdoch University, Murdoch, WA 6150, Australia
*
address for correspondence: Anne Price, School of Education, Murdoch University, 90 South Street, Murdoch, WA 6150, Australia. Email: A.Price@murdoch.edu.au
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Abstract

The work of Aboriginal Education Workers (AEWs) in Australian schools is complex and multifaceted, and yet it is often misunderstood, or worse, devalued. Added to this, the conditions of employment for many AEWs is often insecure, with minimal pay, few opportunities for career progression or meaningful professional development. Despite this there continues to be, as there have been for decades, research findings, policies and reports attesting to the invaluable role of AEWs in schools and communities. The theoretical standpoint of Nakata's (2007) ‘cultural interface’ is used in this paper to critically (re) examine the role of AEWs in Australian schools. Drawing from relevant past and contemporary literature, this paper draws attention to past and contemporary theorising and policy concerning the roles of AEWs. It asserts that if the work of AEWs is to be better understood and valued then it must be reconsidered in a more transformative way that benefits both the students and schools which they support.

Keywords

Aboriginal education workersAboriginal and Torres Strait Islander educationteacher educationcultural interface

Information

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 48 , Issue 1 , August 2019 , pp. 93 - 105
Copyright
Copyright © The Author(s) 2017 

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