Symbolic violence in teacher education: embracing cultural diversity or cultural discrimination?

The purpose of this article is to describe the experiences of culturally disparate adult learners undertaking an initial teacher education (ITE) placement in Australian school settings. Using a hybridised phenomenological methodological approach, the accounts of these students were interpreted to reveal instances of symbolic violence that victimised and failed three teacher education students as they undertook professional experience. The findings provide evidence of (a) how adult learners respond to and constantly negotiate their learning practices and how they feel about cultural diversity and discrimination, and (b) how phenomenological analysis of the accounts of individuals lived experiences can illuminate predominant findings.