"Not looking at us level": Systemic barriers faced by Aboriginal teachers in remote communities in Central Australia

Main Article Content

Lisa Hall


This essay is based on doctoral research that examined the reasons behind the low number of young Aboriginal teachers currently undertaking and completing teacher education in remote communities in Central Australia. By listening to the stories of a group of fully qualified and experienced Aboriginal teachers, this doctoral research explored the complex array of barriers, as well as supports, that Aboriginal people from remote communities encounter as educators. The seven teacher participants in this research have each spent between 20 and 35 years working in their respective schools in their home communities (see map below) and have undertaken and completed the requisite study to become fully qualified teachers. The purpose of this essay is to focus exclusively on the examples of systemic barriers experienced by these teachers through the theoretical lens of race, using settler colonial theory, whiteness theory and critical race theory (CRT).

Article Details

Author Biography

Lisa Hall, Batchelor Institute of Indigenous Tertiary Education

Recently completed PhD through the CDU Australian Centre for Indigenous Knowledges and Education. Currenly a Lecturer in the Preparation for Tertiary Success Program at Batchelor Institute of Indigenous Tertiary Education in Alice Springs, Australia