Aboriginal and Torres Strait Islander Secondary Students’ Experiences of Racism

Bodkin-Andrews, G; Clark, T; Foster, S

Aboriginal and Torres Strait Islander Secondary Students’ Experiences of Racism

Bodkin-Andrews, G

Clark, T

Foster, S

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Publisher:: Palgrave Macmillan
Publication Type:: Chapter
Citation:: The Palgrave Handbook of Ethnicity, 2019, pp. 1383-1401
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Bodkin-Andrews, G https://orcid.org/0000-0002-6920-6117
dc.contributor.author	Clark, T https://orcid.org/0000-0002-8178-4876
dc.contributor.author	Foster, S
dc.contributor.editor	Ratuva, S
dc.date.accessioned	2023-01-03T22:18:28Z
dc.date.available	2023-01-03T22:18:28Z
dc.date.issued	2019-01-01
dc.identifier.citation	The Palgrave Handbook of Ethnicity, 2019, pp. 1383-1401
dc.identifier.isbn	978-981-13-2897-8
dc.identifier.uri	http://hdl.handle.net/10453/164655
dc.description.abstract	The issue of race and racism within varying Australian contexts is hotly contested politically and across a wide range of media narratives. These debates often center around questioning the very existence of racism, while simultaneously ignoring and denigrating the voices and lived experiences of minoritorized groups within Australia. This is particularly notable for Aboriginal and Torres Strait Islander peoples who have been continually forced to navigate the oppressive nature of systemic racism throughout Australia’s “colonial history.” Drawing from the theoretical and methodological foundations of Indigenist research (Rigney, Wicazo Sa Rev 14(2):109–121, 1999; Martin, J Aust Stud 27(76):203–214, 2003) and Indigenous and First Nations standpoints on Historical Trauma (Brave Heart and DeBruyn, Am Indian Alsk Native Ment Health Res 8(2):56, 1998; Pihama et al. 2014), this chapter will commit to a parallel mixed-methods design to explore how Aboriginal and Torres Strait Islander secondary school students both understand and are impacted by racism today. These findings will be extended through an Indigenous quantitative methodology that will fully articulate the impact of racism over Aboriginal and Torres Strait Islander students’ well-being. Themes emerging from the interviews (n = 17) suggested the Aboriginal and Torres Strait Islander students understood racism to be much more systematic and endemic (e.g., individual, teacher, community, politics, epistemic) than has been portrayed within previous literature. The quantitative analyses (n = 49) also revealed that a more complex understanding of racism is necessary to understand how racism, in its many guises, can negatively impact Aboriginal and Torres Strait Islander students today.
dc.format.extent	103
dc.language	en
dc.publisher	Palgrave Macmillan
dc.relation.ispartof	The Palgrave Handbook of Ethnicity
dc.relation.isbasedon	10.1007/978-981-13-0242-8_106-1
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Aboriginal and Torres Strait Islander Secondary Students’ Experiences of Racism
dc.type	Chapter
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/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2023-01-03T22:18:27Z
pubs.place-of-publication	Singapore
pubs.publication-status	Published
dc.location	Singapore

Abstract:

The issue of race and racism within varying Australian contexts is hotly contested politically and across a wide range of media narratives. These debates often center around questioning the very existence of racism, while simultaneously ignoring and denigrating the voices and lived experiences of minoritorized groups within Australia. This is particularly notable for Aboriginal and Torres Strait Islander peoples who have been continually forced to navigate the oppressive nature of systemic racism throughout Australia’s “colonial history.” Drawing from the theoretical and methodological foundations of Indigenist research (Rigney, Wicazo Sa Rev 14(2):109–121, 1999; Martin, J Aust Stud 27(76):203–214, 2003) and Indigenous and First Nations standpoints on Historical Trauma (Brave Heart and DeBruyn, Am Indian Alsk Native Ment Health Res 8(2):56, 1998; Pihama et al. 2014), this chapter will commit to a parallel mixed-methods design to explore how Aboriginal and Torres Strait Islander secondary school students both understand and are impacted by racism today. These findings will be extended through an Indigenous quantitative methodology that will fully articulate the impact of racism over Aboriginal and Torres Strait Islander students’ well-being. Themes emerging from the interviews (n = 17) suggested the Aboriginal and Torres Strait Islander students understood racism to be much more systematic and endemic (e.g., individual, teacher, community, politics, epistemic) than has been portrayed within previous literature. The quantitative analyses (n = 49) also revealed that a more complex understanding of racism is necessary to understand how racism, in its many guises, can negatively impact Aboriginal and Torres Strait Islander students today.

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http://hdl.handle.net/10453/164655