View in EDS

Perceived Teacher Tensions: Navigating Educational Mandates of Explicit Instruction and Culturally Responsive Pedagogy

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1511372
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1511372
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Perceived Teacher Tensions: Navigating Educational Mandates of Explicit Instruction and Culturally Responsive Pedagogy
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ruby+D%27Aietti%22">Ruby D’Aietti</searchLink><br /><searchLink fieldCode="AR" term="%22Brian+Lewthwaite%22">Brian Lewthwaite</searchLink><br /><searchLink fieldCode="AR" term="%22Philemon+Chigeza%22">Philemon Chigeza</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Teacher+Education%22"><i>Australian Journal of Teacher Education</i></searchLink>. 2026 51(2):105-122.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Education%22">Cultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Pacific+Islanders%22">Pacific Islanders</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Role%22">Language Role</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0313-5373<br />1835-517X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 20260101
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1511372
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1511372
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 105
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Cultural Education
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Pacific Islanders
        Type: general
      – SubjectFull: Language Role
        Type: general
      – SubjectFull: Professional Autonomy
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Perceived Teacher Tensions: Navigating Educational Mandates of Explicit Instruction and Culturally Responsive Pedagogy
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ruby D’Aietti
      – PersonEntity:
          Name:
            NameFull: Brian Lewthwaite
      – PersonEntity:
          Name:
            NameFull: Philemon Chigeza
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0313-5373
            – Type: issn-electronic
              Value: 1835-517X
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Australian Journal of Teacher Education
              Type: main
ResultId 1