The perception of, and interaction with, value differences by immigrant teachers of mathematics in two australian secondary classrooms

Abstract

This paper reports on a preliminary study which investigates the nature of value differences experienced by two immigrant teachers of mathematics, and their responsive strategies to negotiate these cultural value differences/conflicts as they attempt to socialise themselves professionally in their host culture. The research methodology adopts a qualitative approach incorporating features of narrative analysis. While cultural differences may not possibly be eliminated, immigrant teachers may empower themselves by engaging in cultural interactions. Practical implications are suggested. © 2002, Taylor & Francis Group, LLC.