Reframing the migrant academic journey through Activity Theory

A reflective autoethnography

Abstract

Comprising a significant portion of the Australian population (35.5% according to (Australian Bureau of Statistics, 2024), migrants often navigate complex socio-professional landscapes. This autoethnographic reflection explores the transformative journey of an educator who migrated from India two decades ago as a skilled professional. Utilising Activity Theory (AT) as a conceptual framework, this paper delineates the major milestones, challenges, and instrumental mediations that have shaped the author's trajectory in the Australian higher education sector. By foregrounding the interplay of personal agency, systemic structures, and cultural dynamics, this account provides concrete examples of how initial hurdles were leveraged as catalysts for growth and the development of a nuanced professional identity. The paper draws upon retrospective journal entries and contemporary reflections to illuminate the multifaceted nature of migration beyond purely economic considerations, culminating in insights pertinent to future migrant educators and a connection to emerging research on systemic biases.