Direction and Support for New non-Aboriginal Teachers in Remote Aboriginal Community Schools in the Northern Territory

Megan Clarke

doi:10.1017/S1326011100001587

Authors

Megan Clarke

DOI:

https://doi.org/10.1017/S1326011100001587

Abstract

The aim of this document is to provide some direction and support to new non-Aboriginal teachers in remote Aboriginal community schools in the Northern Territory. It is intended to accompany the school-based induction, and will hopefully lead to the development of more relevant school-based documents. Many are not only new to Aboriginal community life, but may be in their first position in a classroom after graduating. I have found through my experiences as a teacher in the same situation and then as a mentor to new teachers, that the feeling of being totally overwhelmed, followed closely by distress and panic, is very common. These feelings may be acknowledged by other staff, but are frequently not put into perspective, identified and dealt with as a part of culture shock.

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References

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