“Nobody talks to me in school”: A Standpoint Theory Exploration of Teachers’ Experiences of Isolation in Australian Schools

Abstract

Despite the cultural and linguistic diversity in the Australian population, Australia’s teaching profession remains largely monocultural and monolingual, and the lived experiences of the small number of culturally, linguistically and/or racially diverse (CLRD) teachers working in Australian schools remain under-researched. This article presents the findings of a pilot study, which included a qualitative survey and interviews with teachers who identified as being from CLRD backgrounds. Standpoint theory was used to help arrive at authentic understandings of participants’ experiences, enabling participants’ subjectivities and reflections on their lived experience in relation to the socio-political context of Australian schooling to be embraced. The findings of this study identified a prevalence of feelings of isolation and loneliness among CLRD teachers, and also demonstrated their strategies for resilience. They looked to school leaders as critical players in creating an inclusive school environment, and solidarity and support from colleagues was a key factor that contributed to participants staying in a school community or the profession.