The Experiences of Culturally and Linguistically Diverse Music Teachers in Australian Schools

This study investigates the experiences of Culturally and Linguistically Diverse (CALD) music teachers in Australian schools, focusing on their transcultural experiences and how their life histories influence their professional experiences. Australia, with its significant culturally, linguistically, and racially diverse population, holds rich resources for developing multicultural music education. However, school music education in Australian schools remains predominantly monocultural and monolingual, with the overwhelming majority of teachers from Anglo-cultural backgrounds, a pattern also found in other settler-colonial countries with consistently high immigration rates. This study examines the issues within Australian school music education as a microcosm, to reveal the deep-seated institutional and systemic barriers that impede diversification of the teacher workforce and, in turn, diverse cultural and linguistic representation in music education curriculum and pedagogy. The thesis begins by reviewing existing literature addressing the influence of Western colonisation on global music education, the development of school music education in Australia along with its demographic shifts, and the importance and challenges involved in diversifying the teaching workforce. As there is limited relevant research within Australia, the literature reviewed also draws on studies from other Anglosphere countries. To provide nuanced understanding of the systemic and institutional issues embedded in current school education, this study applies a postcolonial/decolonial theoretical framework to critically analyse how colonial legacies continue to shape the educational environment, and impede cultural diversity and equity. Qualitative methods, including multisensory time mapping and semi-structured life history interviews, were employed to explore the lived experiences of 15 CALD music teachers in Australia, highlighting the strengths that they can bring to education and the challenges encountered by them during their journey. Listening to their micro-histories and perspectives within an Anglo-culture-dominated society enriches the knowledge base which, at present, is largely dominated by Eurocentric discourses. The methodological approach also enhances understandings of the entangled relationship between individual narratives and institutional/social contexts. Through thematic analysis, this study found that CALD music teachers, particularly overseas-qualified CALD teachers, experience numerous challenges during accreditation, job seeking, employment, and introducing the music from their culture of origin into schools. Despite the Australian curriculum's objective to implement cultural and linguistic diversity, CALD music teachers are often overlooked in discussions on diversity in school music education. They are frequently misinterpreted as ‘others’ and feel compelled to hide their expertise in diverse musics and languages. In this study, all participants reported that teaching music itself is not a challenge, but the issues of Whiteness, covert racism, linguistic and cultural discrimination and bias embedded in the school system and/or music teacher education presented significant barriers. These social issues negatively impact their employment, restrain their career advancement, and lead to psychological and physical harms. Additionally, systemic barriers prevent skilled CALD music teachers from participating in school education, potentially leading to the loss of valuable educators who could enrich the learning and teaching environment. The lack of targeted recruitment and employment strategies for CALD teachers may limit the global competitiveness of Australian school education. This study yields several scholarly contributions to the field of education, including theory, policy, and practice. First, it extends postcolonial/decolonial perspectives to music education, highlighting how colonial legacies continue to shape contemporary music education systematically. Drawing on the lived experiences of CALD music teachers, the study provides practical recommendations for aligning music education with the identities and needs of current students in Australian schools. Second, the research offers a critical theoretical contribution by uncovering how postcolonialism is embedded in teacher accreditation and training, influencing professional inclusion and shaping educational practices. This analysis offers a fresh perspective on the unique positioning of CALD teachers, advocating for educational reform to address systemic inequities. Finally, the study proposes key interventions to foster inclusion in schools, diversify the teacher workforce and provide targeted support for CALD educators and students. It presents a comprehensive roadmap for educational stakeholders to advance diversity and inclusion beyond tokenism, building an educational system that reflects Australia’s complex cultural dynamics. By providing actionable insights for reforming educational policies and practices, the study underscores the critical importance of promoting diversity, equity, and inclusion within school education, with implications extending to wider social contexts in Australia and beyond.