Abstract
What does migration politics have to do with education? How might culturally diverse teachers impact the teaching and learning cultures in Australian schools? What happens if teachers do not identify with the system? Teacher attraction, recruitment, and retention in the Australian education system are in focus at a time when Australia is experiencing a critical labour shortage. Meanwhile, recent shifts in politically charged immigration policies and changes to education policies and curriculum are transforming the Australian school landscape. Despite the diversity of the populations in Australia and Australian schools, the teaching workforce does not reflect this diversity, with teachers from Sub-Saharan African backgrounds being particularly under-represented. This mixed-methods study explores the unique perceptions of these teachers regarding the challenges, barriers, and opportunities they face within the Australian education system. By examining their lived experiences, the research aims to understand how these factors influence their perceptions and participation in shaping school culture. The study follows a multi-dimensional conceptual framework and employs a sequential explanatory research design, allowing for an in-depth exploration of relational realities in critical multicultural spaces within Australian schools. This research contributes to a better understanding of the experiences of Sub-Saharan African migrant teachers, with the goal of informing strategies to enhance their attraction and retention and fully leverage their cultural capital. It is hoped that the insights gained will aid in developing policies and practices that foster a more inclusive and supportive environment for all educators, thereby enriching the educational landscape in Australia.