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The study argues that adopting a responsive stance involves epistemological deliberation within a continual shifting of positions, using Coyolxauqui and Relatedness theory to analyze structural conditions. It offers a process to support ethnic-minority international pre-service teachers and outlines directions for further research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/responding-to-policies-that-involve-aboriginal-and-torres-strait-islander-students-and-content-an-international-pre-service-teachers-experience/593972/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/responding-to-policies-that-involve-aboriginal-and-torres-strait-islander-students-and-content-an-international-pre-service-teachers-experience/593972.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method does the author use to explore her experience with policy response?","Question",{"text":112,"@type":113},"The author uses auto-ethnography to write her story as an international pre-service teacher and analyze how it relates to her response to education policies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the author describe the process of developing a position toward the policies?",{"text":117,"@type":113},"She argues it is multi-layered, involving epistemological deliberation that unfolds as she remains in a constant state of position shifting.",{"name":119,"@type":110,"acceptedAnswer":120},"Which policy requirements does the paper focus on?",{"text":121,"@type":113},"The paper focuses on the Australian Professional Standards for Teachers (APST) 1.4 and 2.4, which require understanding the impact of culture on ATSI students and the ability to teach related content, histories, and languages.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593972,1792188984,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 10 | Article 1 |\n| --- | --- |\n| 2020\u003Cbr>Responding to Policies that Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher's Experience\u003Cbr>Roxana Aguilar Alonso\u003Cbr>Independent researcher, [raguilaralonso@gmail.com](raguilaralonso@gmail.com)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Higher Education and Teaching Commons, and the Indigenous Education Commons |  |\n\nRecommended Citation  \nAguilar Alonso, R. (2020) . Responding to Policies that Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher's Experience. Australian Journal of Teacher Education, 45(10) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n10.1](http://dx.doi.org/10.14221/ajte.2020v45n10.1)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss10/1](https://ro.ecu.edu.au/ajte/vol45/iss10/1)  \nResponding to Policies that Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher’s Experience  \nRoxana Aguilar Alonso  \nThe University of Queensland  \nAbstract: Using auto-ethnography, I write my story as Mexican  \ninternational student in the role ofpre-service teacher in Australia. I  \nfocus on exploring my socio-political status and its relationship to  \nassuming a position to respond to education policies about working  \nwith students from Aboriginal and Torres Strait Islander  \nbackgrounds, and teaching Aboriginal and Torres Strait Islander  \ncontent. I argue that assuming a position to respond to these policies  \nas international pre-service teacher is overlapped with a multi  \nlayered process in which epistemological deliberation occur as a  \nconsequence of being in a state of constant position shifting.  \nAnzaldúa’s Coyolxauqui imperative and Martin’s Relatedness theory  \nare used to analyse the structural conditions that framed the  \nepistemological challenges that I encountered. I suggest a process to  \nsupport international pre-service teachers who are ethnic minorities  \nto assume a position in relation to these policies. Recommendations  \nfor potential further research are outlined.  \nIntroduction  \nInternational students in Australia are temporary residents who are not expected to take an active political role during their stay. However, pathways for international students to perform professionally in Australia exist (Grimm, 2019) . Jobs in which international students become accountable to a broader range of Australia’s public policies necessitate a more active political role. This is the case of the teaching profession, in which developing a position on how to carryout certain policies is a requirement. Sometimes developing a position entails exploring one’s self in the socio-political context. In this text, I recount and analyse my story as international student and International Pre-Service Teacher (IPST) in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies, specifically the Australian Professional Standards for Teachers (APST) 1.4 and 2.4 (Australian Institute for Teaching and School Leadership [AITSL], 2011)  \nThe APST 1.4 and 2.4 establish that it is a requirement for Graduate teachers to understand the impact of culture on the learning of students from Aboriginal and Torres Strait Islander (ATSI) backgrounds, and to be able to teach content related to ATSI cultures, histories and languages (AITSL, 2011) . In my case, the process of developing a position towards these policies overlapped with a multi-layered process in which epistemological deliberation occurred as a consequence of being in a constant state of position shifting. In this process, I starte","cbCain6ZnjEKyQuH","https://ap.wps.com/l/cbCain6ZnjEKyQuH","pdf",385723,18,"English","# Introduction\n## Education policies and the teaching profession\n## Developing a professional position through epistemological deliberation\n## Self-regulation and contextual knowledge formation","[{\"question\":\"What method does the author use to explore her experience with policy response?\",\"answer\":\"The author uses auto-ethnography to write her story as an international pre-service teacher and analyze how it relates to her response to education policies.\"},{\"question\":\"How does the author describe the process of developing a position toward the policies?\",\"answer\":\"She argues it is multi-layered, involving epistemological deliberation that unfolds as she remains in a constant state of position shifting.\"},{\"question\":\"Which policy requirements does the paper focus on?\",\"answer\":\"The paper focuses on the Australian Professional Standards for Teachers (APST) 1.4 and 2.4, which require understanding the impact of culture on ATSI students and the ability to teach related content, histories, and languages.\"}]","Responding to Policies that Involve Aboriginal and Torres Strait Islander Students and Content - An International Pre-Service Teacher's Experience | PDF",1792078289,45]