Racism, Aboriginal and Torres Strait Islander identities, and higher education: Reviewing the burden of epistemological and other racisms

Bodkin-Andrews, G; Carlson, B

Racism, Aboriginal and Torres Strait Islander identities, and higher education: Reviewing the burden of epistemological and other racisms

Bodkin-Andrews, G

Carlson, B

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Publication Type:: Chapter
Citation:: 2013, 14 pp. 29 - 54
Issue Date:: 2013-11-27

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Field	Value	Language
dc.contributor.author	Bodkin-Andrews, G https://orcid.org/0000-0002-6920-6117	en_US
dc.contributor.author	Carlson, B	en_US
dc.date.issued	2013-11-27	en_US
dc.identifier.citation	2013, 14 pp. 29 - 54	en_US
dc.identifier.isbn	9781781906866	en_US
dc.identifier.uri	http://hdl.handle.net/10453/119739
dc.description.abstract	Purpose: Emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia's First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. In addition, it may be argued that the very construction of Western perspectives of Indigenous identity (as opposed to identities) may be deeply entwined within the undertones of the interplay between epistemological racism, and the emergence of new racism today. Methodology: This chapter shall review a substantial portion of Aboriginal and Torres Strait Islander educational research, with a particular emphasis on the acknowledgment of the impact of racism on the educational outcomes (and other life outcomes) of Aboriginal and Torres Strait Islander peoples with a focus on higher education. Findings: This review has found that while there is evidence emerging toward the engagement of Aboriginal and Torres Strait Islander students in all forms of education, there is also considerable resistance to targeted efforts to reduce the inequities between Aboriginal and Torres Strait Islander students and all Australians (especially within the university sector). It is argued this resistance, both at the student and curriculum level, is clear evidence of preexisting epistemological mentalities and racism. Implications: The implications of this review suggest that greater effort needs to be placed in recognizing unique Aboriginal and Torres Strait Islander experiences and perspectives, not only at the student level, but such perspectives need to be imbedded throughout the whole university environment. Copyright © 2013 by Emerald Group Publishing Limited.	en_US
dc.relation.isbasedon	10.1108/S1479-3644(2013)0000014002	en_US
dc.title	Racism, Aboriginal and Torres Strait Islander identities, and higher education: Reviewing the burden of epistemological and other racisms	en_US
dc.type	Chapter
utslib.citation.volume	14	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	14	en_US

Abstract:

Purpose: Emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia's First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. In addition, it may be argued that the very construction of Western perspectives of Indigenous identity (as opposed to identities) may be deeply entwined within the undertones of the interplay between epistemological racism, and the emergence of new racism today. Methodology: This chapter shall review a substantial portion of Aboriginal and Torres Strait Islander educational research, with a particular emphasis on the acknowledgment of the impact of racism on the educational outcomes (and other life outcomes) of Aboriginal and Torres Strait Islander peoples with a focus on higher education. Findings: This review has found that while there is evidence emerging toward the engagement of Aboriginal and Torres Strait Islander students in all forms of education, there is also considerable resistance to targeted efforts to reduce the inequities between Aboriginal and Torres Strait Islander students and all Australians (especially within the university sector). It is argued this resistance, both at the student and curriculum level, is clear evidence of preexisting epistemological mentalities and racism. Implications: The implications of this review suggest that greater effort needs to be placed in recognizing unique Aboriginal and Torres Strait Islander experiences and perspectives, not only at the student level, but such perspectives need to be imbedded throughout the whole university environment. Copyright © 2013 by Emerald Group Publishing Limited.

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http://hdl.handle.net/10453/119739