McLaren, Mary-Rose (2013) 'We know what we are, but not what we may be': Teaching Shakespeare to future teachers. In: Teaching Shakespeare beyond the centre: Australasian perspectives. Flaherty, Kate, Gay, Penny and Semler, L. E, eds. Palgrave Shakespeare Studies . Palgrave Macmillan, Houndmills, Basingstoke, Hampshire, pp. 181-192.

Abstract

Preservice teachers in the Prep-12 Bachelor of Education degree at Victoria University (VU) in Melbourne’s western suburbs know exactly what they are. Most of them come from the Western and Northern suburbs of Melbourne themselves, and most of them will return as graduates to the Western and Northern suburbs to teach. These are, generally speaking, lower socio-economic areas with a diverse range of cultural backgrounds. Brimbank is typical of these areas: home to 96 nationalities in 25 new and established suburbs, 50.7 per cent of the population were born overseas, and 52.3 per cent of the population speaks a language other than English at home. Brimbank is the second most disadvantaged municipality in Melbourne. In these suburbs there are significant numbers of students from non-English speaking backgrounds (NESB). The newest wave of immigrants consists mainly of refugees from the Sudan. These children were often born in refugee camps, have received little or no education prior to coming to Australia, and have often witnessed the most brutal of actions. Each week preservice teachers from VU spend a day in school placement, as well as undertaking block placements during the year. It is a priority of the Bachelor of Education course that preservice teachers develop strong, professional relationships with the students in the classrooms.

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