How dilemmatic spaces are constructed: Assuming, assigning, and justifying positions in early career teachers’ literacy teaching in low socio-economic status schools

Abstract

Early career teachers (ECTs) in low socio-economic status (LSES) primary schools often teach literacy under strong accountability and benchmark pressures. Prior research has commonly treated these challenges as discrete problems solvable through better instructional decisions. Drawing on dilemmatic space theory and Cultural-Historical Activity Theory (CHAT), this study reconceptualises ECTs' literacy teaching as shaped by intensified contradictions within and across activity systems. Semi-structured interviews with twelve Australian ECTs identified five recurrent dilemmatic spaces concerning curriculum narrowing, student capability, leadership data demands, parent–teacher responsibility, and year coordinator support and monitoring. The findings show that these spaces were constituted through ECTs' self-assumed and other-assigned positions and made visible through the justificatory accounts by which teachers explained competing obligations. The study extends dilemmatic space theory by showing how systemic tensions are mediated through ECTs’ positioning in LSES literacy contexts.