ARTICLES
Challenges for a Rural Science Teacher
By Jennifer Stephens
An aerial view of Wagga Wagga, population 60 000, largest inland town in Australia, boasting an Air Base, an Army Base, and
Charles Sturt University.
I was born in Wagga Wagga, the largest inland city in New South
Wales with a population of just over 60,000. Wagga is home to
approximately 16,000 families. I grew up here and attended both
a Public and Catholic school. My husband was born in Dubbo but
grew up here. I have worked in the region at Independent and
Catholic schools, and my children have and are attending local
and tertiary institutions. Most of them are gaining employment in
our city. Only one of my children so far has moved to Melbourne
to study and to further his work in a band.
spots like the Powerhouse Museum and Sydney Aquarium; limited
access to elite New South Wales universities that often have
student populations that are higher than the populations of whole
rural towns! For example, Sydney University has approximately
60,000 students which equates to Wagga’s entire population. For
me, having worked in schools that have as few as 50 students
from years 3 to 12, and limited access to large numbers of staff
I found these challenges a source of frustration. In the case of
small schools, wanting to bounce subject-specific issues with
colleagues during recess can be impossible if you are the only
one in the staff room. Other local schools may be larger, but it is
important to realise that wide variation within a rural context is the
norm.
I love being a rural resident. I love the affordability. I love the
people. I love that so many of my extended family still live here
and I love the connections I have made in the region. I love the
sporting, cultural, agricultural and academic opportunities that
this area has afforded to me even though I know, compared to
capital cities, it can be claimed that we have limited access to
resources.
So how can challenges such as these be overcome? How can
we provide a standard of teaching that can be competitive with
metropolitan schools that seem to have an unlimited supply of
high-end materials and support personnel within easy reach,
especially since we know the world is technology driven and
highly competitive?
Within the rural context, where Wagga Wagga is a considered a
very large rural town, the truth is, our challenge is this inequitable
access to resources. We have limited access to a large range
of high-end technological equipment, such as those found at
ANSTO; limited access to science facilities and educational hot
We have to be creative, passionate and believe “where there’s
a will, there’s a way”. The truth is, we have access to unlimited
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SCIENCE EDUCATIONAL NEWS VOL 67 NO 4