Edith Cowan University Research Online Theses: Doctorates and Masters Theses 2020 “Becoming a Better Teacher” Exploring the cultural competence of non-Aboriginal teachers in a northern Australian boarding school Megan Hayley Spiers Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses Part of the Education Commons Recommended Citation Spiers, M. H. (2020). “Becoming a Better Teacher” Exploring the cultural competence of non-Aboriginal teachers in a northern Australian boarding school. https://ro.ecu.edu.au/theses/2365 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses/2365 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. 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Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. “Becoming a Better Teacher” Exploring the cultural competence of non-Aboriginal teachers in a northern Australian boarding school This thesis is presented for the degree of Doctor of Philosophy Megan Hayley Spiers Edith Cowan University School of Education 2020 “Becoming a Better Teacher” “My classroom approach changed over time because I was becoming a better teacher. Across all these different levels of work, I’d say that my mainstream teaching changed more as a reflection of my Indigenous experiences than the other way around.” (Reuben) Road to Gunbalanya, Arnhem Land Photo © Megan Spiers Megan Spiers ii Abstract This doctoral dissertation presents an exploration of the journey to cultural competence revealed in the lived experience of teachers and boarding staff in a boarding school in northern Australia. The qualitative inquiry sought to discover the causal attribution and motivations of culturally competent teachers and to enunciate the essential skills, knowledge and understanding required to improve the development of cultural competence in teachers new to the phenomenon: namely, that of being a non- Aboriginal teacher of Aboriginal and Torres Strait Islander students, defined in the study as teaching in classrooms of cultural difference. The research was unique in being focused on the teachers’ perspective in a boarding school, an educational context that is not explored in any prevalent way in the current corpus of scholarly literature. A qualitative research approach was applied, using phenomenological and ethnographic methods that revealed participants to be flexible teachers, caring and empathetic, without exception demonstrating an underlying ethos that entailed a service-oriented approach, an attitude of humility, equity and respect, a strong belief in social justice and endeavouring pursuit of quality teaching. The study found that effective teaching practice in classrooms of cultural difference required positive teacher-student relationships, community consultation and a whole-school approach to supporting teachers and students. Underpinning these culturally responsive policies and practices was an alertness by teachers to the unique complexity of the educational context and a deep commitment to Aboriginal students and the pedagogical practices that ensured cultural safety and security in the classroom. The important relationship between motivation, causal attribution and cultural competence was presented in the unique context of the research site. Although the Australian Curriculum mandates the inclusion of Aboriginal and Torres Strait Islander cultures, and clear frameworks have been developed for cultural responsiveness in schools, there is a dearth of research focused on how teachers actually acquire and demonstrate cultural competence in the classroom. In proving a leverageable relationship between motivation, attribution and cultural competence, research findings will assist teachers new to the complexities of multicultural classrooms to develop adaptive pedagogical practices, self-efficacy and connectedness. Further research is recommended, with potential research questions identified concerning improvement in government policy associated with practice in Aboriginal Education; the level of cultural competence or knowledge in preservice teachers during initial teacher education; and the provision of opportunities for schools to actively contribute to the professional development of teachers in becoming culturally competent. Keywords: cultural competence, cultural responsiveness, attribution, motivation, Aboriginal Education, boarding school, initial teacher education, quality teaching Megan Spiers iii Declaration I certify that this thesis does not, to the best of my knowledge and belief: i. incorporate without acknowledgment any material previously submitted for a degree or diploma in any institution of higher education; ii. contain any material previously published or written by another person except where due reference is made in the text of this thesis; or iii. contain any defamatory material. Signed: __[original signed]________________ Megan Spiers Megan Spiers iv Acknowledgment I would like to acknowledge the support provided by an Australian Postgraduate Award (APA) scholarship in conjunction with an Industry Engagement Scholarship, a collaboration between Edith Cowan University and the school at the heart of this research. The stalwart presence of principal supervisors, Prof David McKinnon and Assoc Prof Glenda Campbell-Evans was highly valued. While time and distance proved challenging, I have appreciated this representation of confidence in both the researcher and the subject. Especial thanks to David for his commitment to a final reading of this thesis and for his words of affirmation. Deepest thanks are reserved for my associate supervisor, Dr David Rhodes, whose encouragement and perceptive advice proved invaluable and perhaps more importantly, enabled me to enjoy the journey. My profound thanks to Dr Helen Spiers and Andrew Spiers for imparting their deep love of place and country, sense of justice and passion for learning in their offspring. As a young educator in remote communities, I looked to them as role models and mentors. Their strong advocacy for every student and purposeful removal of barriers to learning is and always will be, inspiring. I acquired an extensive research peer group, not least among my siblings and their partners scattered across the globe, whose doctoral expertise in different fields gave rise to excellent advice and a ready supply of PhD-themed humour. Sincere thanks to Dr Abbie Spiers for her proofreading expertise. I have appreciated many erudite conversations with fellow educators and researchers, notably Prof Martin Nakata and Dr Graeme Gower, who offered advice at a pivotal time in my research journey; Dr Thelma Perso, for providing her professional time and input drawn from her knowledge of teachers in remote schools; and Dr Anne-Marie Marias, for insights from her doctoral research on classroom management in a boarding school context. I am in awe of the passion, dedication and resilience of teachers. Ours is a challenging profession, often exacting an emotional, physical or intellectual toll and yet, teachers demonstrate daily through words and actions their unwavering belief in students’ worth and potential. To the participants who shared their experiences with me, I thank you for your courage and honesty, and for demonstrating the power of education to change people’s lives. And lastly, to my husband Colin – whose love, and cheerful provision of culinary delights formed the bedrock upon which this thesis was constructed – my heartfelt thanks. Megan Spiers v Contents Abstract ............................................................................................................................ iii Declaration ....................................................................................................................... iv Acknowledgment ............................................................................................................... v Contents ........................................................................................................................... vi Figures ............................................................................................................................... x Tables ............................................................................................................................... xi Acronyms ......................................................................................................................... xii Author’s Note ................................................................................................................