Finding Their Place: How Teachers can Become Part of Their Rural Communities

Mary–anne Macdonald; Sarah Booth; Kirsten Lambert; Christina Gray; Terry Ngarritjan Kessaris; Takeia Beard

doi:10.47381/aijre.v35i1.767

Finding Their Place

How Teachers can Become Part of Their Rural Communities

Authors

Mary–anne Macdonald Edith Cowan University https://orcid.org/0000-0002-7869-9355
Sarah Booth Victoria University
Kirsten Lambert https://orcid.org/0000-0001-7910-2373
Christina Gray Edith Cowan University https://orcid.org/0000-0001-8464-1961
Terry Ngarritjan Kessaris Edith Cowan University
Takeia Beard Pilbara University Centre

DOI:

https://doi.org/10.47381/aijre.v35i1.767

Keywords:

rural education, place-connectedness, place-consciousness, teacher retention, initial teacher education, Indigenous education

Abstract

The tyranny of distance is often perceived as the greatest challenge for teacher retention in rural and remote schools in Australia. Perhaps more accurately, it is the tyranny of placelessness. In this paper, we explore the role of place-connectedness and racial literacy in shaping the interactions of 21 primary and secondary teachers with the social space and place of one Western Australian remote town. Data were collected through interviews and focus groups and analysed with an emergent approach. We propose three levels of place-consciousness to describe the depth of awareness, skill and integration with which a teacher might connect to place and space: place-connectedness, place-willingness, and place-ignorance. We suggest that teachers who are place-connected, considering themselves not just geographically situated in a place but intrinsically connected to the people and culture of that place, are far more likely to achieve a sense of fulfilment and commitment in their roles as rural educators. These teachers value the capital within rural communities, move beyond the teacher social space to the community social space, and respectfully respond to Indigenous space and place. From our exploration, we make recommendations for the conscientisation of place in Initial Teacher Education and graduate teacher induction.

Author Biographies

Mary–anne Macdonald, Edith Cowan University

Dr Mary-anne Macdonald's research explores education practices that promote social cohesion and robust engagement with diversity. Her work is grounded in education and psychological theory and her experience as a former schoolteacher. Her recent research explores practices that enable non-Indigenous educators to engage authentically with Aboriginal peoples and knowledges.

Sarah Booth, Victoria University

Dr Sarah Booth works in initial teacher education at Victoria University unit coordinating a variety of units in Indigenous Perspectives and the Arts. Through her teaching and research, she emphasises the importance of teachers being culturally reflective and reflexive, understanding the complexities around student identities, and how place influences learning.

Kirsten Lambert

Dr Kirsten Lambert is a Senior Lecturer in English and Graduate Research at Murdoch University. She is passionate about creative, embodied and equitable approaches to education. Her research exists at the intersection of education, power, gender and becoming.

Christina Gray, Edith Cowan University

Dr Christina Gray is a drama educator and works in initial teacher education coordinating the dance and drama program at Edith Cowan University. Through narrative methodologies, Christina’s research focuses on Drama education, belongingness and teacher trajectories.

Terry Ngarritjan Kessaris, Edith Cowan University

Terry Ngarritjan Kessaris is an Alawa/Marra scholar whose work challenges colonial practices and explores the covert and overt practices of racism in social spaces. She brings her personal and family experiences of remote and rural Australia to Initial Teacher Education, highlighting the need for serious changes in education systems.

Takeia Beard, Pilbara University Centre

Takeia Beard has broad experience across the educational space, with key experience working with students at educational risk in remote settings. She successfully drives outcomes desired by schools, students, and the community. She is passionate about leadership in alternative education settings.

Downloads

Published

11-03-2025

How to Cite

Macdonald, M., Booth, S., Lambert, K., Gray, C., Ngarritjan Kessaris, T., & Beard, T. (2025). Finding Their Place: How Teachers can Become Part of Their Rural Communities. Australian and International Journal of Rural Education, 35(1), 1–16. https://doi.org/10.47381/aijre.v35i1.767

Download Citation

Issue

Vol. 35 No. 1 (2025): Rural Education for Regional and Community Development

Section

JOURNAL PAPERS

License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors contributing to The Australian and Internation Journal of Rural Education agree to publish their articles under a Creative Commons CC-BY 4.0 license, allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

Authors retain copyright of their work, with first publication rights granted to The Australian and Internation Journal of Rural Education.

Manuscripts submitted for publication should not have been published or submitted for publication elsewhere. It is the responsibility of authors to secure release of any copyright materials included in their manuscripts, and to provide written evidence of this to the editors.

Papers are accepted on the understanding that they are subject to editorial revision. The Editorial Committee cannot guarantee that all contributions will be published nor give definite dates of publication. However, contributors will be advised if their papers are not accepted or if there will be a long publication delay.