Calling out Racism in University Classrooms: The Ongoing Need for Indigenisation of the Curriculum to Support Indigenous Student Completion Rates

Abstract

Aboriginal and Torres Strait Islander students continue to experience racism in Australian university classrooms. The Reconciliation Australia Barometer report (2022, p. 5) recently noted that experiences of racial prejudice have increased for Indigenous people with 60% of Indigenous people who responded to the survey experiencing at least one form of racial prejudice in the past six months. Many universities are attempting to implement action against racism and there have been concerted efforts to Indigenise curriculum across numerous universities. But there are many challenges and complexities to this process and more work is needed to increase cultural competency of university staff and students. This article explores findings from a National Centre for Student Equity in Higher Education (NCSEHE) funded project that focused on “what works” to support Indigenous students to complete their degrees. This article draws on data from interviews with graduates that highlight the perceived experiences of racism in the classroom from peers and staff and the need for further Indigenisation of the curriculum to improve Indigenous student completion rates. The article concludes by discussing recommendations for universities to create a safer environment for Indigenous students. These recommendations echo previous ones (e.g., Behrendt et al., 2012) yet they have not yet been adequately addressed by universities.

Navigating intercultural competence at home

“…Notably, in delivering Indigenised and culturally infused curriculum, the educator's role is critical (Rigney, 2017). Educators delivering Indigenised curriculum for example, have a frontline responsibility to ensure that content is culturally accurate and Indigenous students are culturally safe (Fredericks et al, 2023). To achieve that end goal in a culturally sensitive manner, institutions are implementing cultural training for educators.…”

Higher Education Success Factor Model: A Means to Explore Factors Influencing Indigenous Australian Completion Rates

“…Under-represented rates of Indigenous HDR students' participation have been reported in international institutions, including New Zealand and Pacific Island countries (Mayeda et al, 2014;McKinley et al, 2011;Theodore et al, 2017), Canada (Bailey, 2016;Childs et al, 2017) and the United States (Keith et al, 2016). Racism is also reported to be a contributor to causing traumatic experiences of Indigenous students in university classroom (Fredericks et al, 2023) that may ignite the consideration of withdrawal.…”

Student Transfer Mobility within Indigenous Programs: Pathways of Access or Appropriation?

“…Many Indigenous learners congregate in Indigenous programs and support services as a way to survive post-secondary institutions (Cote Meek, 2014;Fredericks et al, 2022). Indigenous students generally describe these "counter spaces" as places for positive social experiences and connection with other students, facilitating learning, supportive environments, and self and cultural validation (Bailey, 2016, p. Published by Scholarship@Western, 2023 1271).…”

“…Indigenous students are faced with a multitude of barriers when studying at post-secondary institutions. They experience racism (Bailey, 2016;Fredericks et al, 2022;Gaudry & Lorenz, 2019;MacDonald et al, 2023), interpersonal discrimination, frustration with the university system, and feelings of isolation and alienation from the non-Indigenous student body (Bailey, 2016). They contend with cultural misunderstandings and ignorance, and in the classroom they are often forced to bear the burden of educating non-Indigenous students and professors about Indigenous worldviews, decolonization, and responsible allyship (Dubois Brooks et al, 2021;Jacob et al, 2019).…”