Teachers as bricoleurs: New teachers patching up inequities

Abstract

More diverse and ever-changing societies have highlighted the need for a more equitable and culturally responsive world with a fair and inclusive education system. Auckland has become one of the world's most culturally diverse cities, yet increasing societal inequities are negatively impacting students' educational achievement. This qualitative study investigates how social and educational equity is perceived by beginner Auckland teachers in multicultural mid-decile primary schools. The research uses an interpretivist phenomenological approach to explore educators' understandings of social and educational equity. This study identifies several factors implicit in educational equity debates. First, as other research indicates, educational achievement is linked to students' socioeconomic and cultural background. Then, the teaching profession's low status and its homogeneous teaching workforce, prominently white and female, have also been questioned in regards to its influence on students 'educational equity. Finally, the complex tension between the role of social justice set within a neoliberal society is also connected to the educational equity debate. All play a critical part of reproducing inequity in schools. I introduce teachers as bricoleurs - individuals who can make something new out of bits and pieces that were previously different. The bricoleur teacher is constantly creating a learning space with available tools and strategies in order to untangle inequitable circumstances. However, this bricolage is frustrating work. From this research, three main findings emerge. First, beginner teachers are aware that their whiteness is a privilege that can impact on students who are under-served by the system. Teachers need to explore their own personal views on privilege and racism to solve any inequitable issues with their students. Secondly, all beginner teachers in the study notice unfairness, injustice and prejudice in their classroom. They show frustration as they are constantly fighting for ways to enact equitable practices. Thirdly, they are all aware of culturally responsive practices and the need to shift their conscious and unconscious biases. This study has several important implications for Initial Teacher Education training or/and professional development during teacher induction and mentoring programmes that may help to alleviate some of the teacher study participants' frustration on how to apply culturally responsive strategies in their classroom. To conclude, in a changing society, practising a multicultural education for teachers is a complex task to tackle on their own. There is an understanding from this research that teachers alone cannot shift educational inequities experienced by some students.