Perceived Teacher Tensions: Navigating Educational Mandates of Explicit Instruction and Culturally Responsive Pedagogy
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| Title: | Perceived Teacher Tensions: Navigating Educational Mandates of Explicit Instruction and Culturally Responsive Pedagogy |
|---|---|
| Language: | English |
| Authors: | Ruby D’Aietti, Brian Lewthwaite, Philemon Chigeza |
| Source: | Australian Journal of Teacher Education. 2026 51(2):105-122. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Culturally Relevant Education, Direct Instruction, Cultural Education, Elementary Schools, English (Second Language), Second Language Learning, Pacific Islanders, Language Role, Professional Autonomy |
| Geographic Terms: | Australia |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | In this paper I discuss the perceived tensions in navigating an Explicit Instruction approach with a Culturally Responsive Pedagogy at the cultural interface. The study took place in a Year 6/7 classroom in the Torres Strait, Queensland, Australia. All students identified as EAL/D learners. As an experienced, yet non-Indigenous practitioner, I documented the perceived tensions I encountered in the discipline of English. Adopting an Action Research methodology, I explored the classroom struggles as I navigated the mandate of teaching explicitly, yet responsively. I used student dialogue sessions and a reflective journal to document my tensions. Results showed, despite being able to adjust the Explicit Instruction approach to meet students' needs more responsively, tensions arose. The implications of this study are of significance for teachers in Australia who are required to embed Indigenous perspectives into the curriculum, adhering to the Australian Professional Teaching Standards 1.4 and 2.4. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1511372 |
| Database: | ERIC |
| Abstract: | In this paper I discuss the perceived tensions in navigating an Explicit Instruction approach with a Culturally Responsive Pedagogy at the cultural interface. The study took place in a Year 6/7 classroom in the Torres Strait, Queensland, Australia. All students identified as EAL/D learners. As an experienced, yet non-Indigenous practitioner, I documented the perceived tensions I encountered in the discipline of English. Adopting an Action Research methodology, I explored the classroom struggles as I navigated the mandate of teaching explicitly, yet responsively. I used student dialogue sessions and a reflective journal to document my tensions. Results showed, despite being able to adjust the Explicit Instruction approach to meet students' needs more responsively, tensions arose. The implications of this study are of significance for teachers in Australia who are required to embed Indigenous perspectives into the curriculum, adhering to the Australian Professional Teaching Standards 1.4 and 2.4. |
|---|---|
| ISSN: | 0313-5373 1835-517X |
