How does race play out in schools? A scoping review and thematic analysis of racial issues in Australian schools

Yared, Hannah; Grové, Christine; Chapman, Denise

doi:10.1007/s11218-020-09589-5

Cited by 15 publications

(15 citation statements)

References 125 publications

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“…There are two significant implications from the data about racism and Indigenous staff in flexi schools. Although experiences of racism did not surface as strongly in the data as in the literature in mainstream settings, racism is still clearly an issue in this educational context, as it is in many schooling contexts (Yared et al, 2020). Because flexi school educators often see themselves as doing social justice work in education (Mills et al, 2016), there is a risk that flexi schools may not see racism as an issue to address.…”

Section: Discussionmentioning

confidence: 79%

Counter stories: The voices of Indigenous peoples undertaking educative roles in flexi schools

Shay

Sarra

Lampert

2022

AJIE

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This paper reports on findings from the first author’s doctoral research examining the experiences of Aboriginal and Torres Strait Islander staff in Australian flexi schools. ‘Collaborative yarning methodology’ story boarding was used to hear (and theme) the collective experiences of Indigenous teaching and non-teaching staff in these alternative school settings where both they and Indigenous students make up larger numbers of staff than mainstream schools. Informed by Indigenist and critical race theory, 19 Indigenous staff members contributed to knowledge around three themes: Us Mob; Race and racism, and School Practice which incorporated discussions both of curriculum and of issues related to funding. Many Indigenous staff were working in flexi schools through choice and a sense of commitment to working with Indigenous youth. However other issues, such as experiences of racism, were still present despite the ‘social justice’ nature of flexi schools.

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Section: Discussionmentioning

confidence: 79%

Counter stories: The voices of Indigenous peoples undertaking educative roles in flexi schools

Shay

Sarra

Lampert

2022

AJIE

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“…For example, in Australia, the national “Closing the Gap” campaign is acutely focused on ameliorating educational disadvantage as a priority area for Aboriginal and Torres Strait Islander youth. Further, racism is rarely openly addressed in politics or education with White normativity and color evasiveness characterizing the school curriculum (Yared et al., 2020). This meant that while experiences of perceived discrimination were linked to internalizing and externalizing symptoms, it was difficult to determine important nuances in the experiences of geographically and culturally distinct populations.…”

Section: Discussionmentioning

confidence: 99%

Racism and Indigenous Adolescent Development: A Scoping Review

Uink

Bennett

Bullen

et al. 2022

J of Research on Adolesc

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Previous studies on the impacts of racism on adolescent development have largely overlooked Indigenous youth. We conducted a scoping review of the empirical literature on racism against Indigenous adolescents to determine the nature and scope of this research and to establish associations with developmental outcomes. Our literature search resulted in 32 studies with samples from the United States, Canada, Australia and New Zealand. Studies were limited to self‐reported experiences of racism and thus primarily focused on perceived discrimination. Quantitative studies found small to moderate effects of perceived discrimination on adolescent psychopathology and academic outcomes. Qualitative studies provided insight into structural forms of racism. We offer recommendations for future investigations into the impacts of overt and covert racism on Indigenous adolescents.

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“…Such practices can lead to social and emotional implications for children's sense of self-e cacy and identity and for their academic achievement (DETYA, 2000;Gollnick & Chin 2009) as well as contribute to a sense of normativity and superiority for children from majority cultural backgrounds (Yared et al 2020). Such outcomes are the very antithesis of CRP.…”

Section: Discussionmentioning

confidence: 99%

“…When educators incorporate CRP in book sharing children's social and educational outcomes improve. Further, children can engage in examination of privilege and equity (Ladson-Billings, 2017;Souto-Manning et al, 2018;Yared, Grové, & Chapman, 2020). This helps children develop critical awareness of wider socio-political dimensions of their communities and society (Morrison et al 2019).…”

Section: Crp Using Diverse Literaturementioning

confidence: 99%

“I’m not from a country, I’m from Australia.” Costumes, scarves, and fruit on their heads: The urgent need for Culturally Responsive Pedagogy when sharing diverse books with children.

Adam

Byrne

2022

Preprint

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Principles of diversity lie at the heart of the United Nations Convention on the Rights of the Child and are reflected in education policies worldwide. However, the translation of these principles into culturally responsive pedagogy (CRP) is problematic. This paper reports on a study conducted in kindergarten rooms of four long day care centres in Australia investigating educator practice when sharing culturally diverse children’s literature. Twenty-four educators and 110 children participated. Data was collected through field notes, semi-structured interviews, and video recordings. Findings show in the majority of book sharing in these centres the cultures, backgrounds, life experiences and funds of knowledge of children from underrepresented backgrounds were invisible. Further, educators’ practices were bereft of CRP and likely to demean and confuse those from underrepresented backgrounds and increase all children’s misconceptions of those different to themselves.

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How does race play out in schools? A scoping review and thematic analysis of racial issues in Australian schools

Cited by 15 publications

References 125 publications

Counter stories: The voices of Indigenous peoples undertaking educative roles in flexi schools

Counter stories: The voices of Indigenous peoples undertaking educative roles in flexi schools

Racism and Indigenous Adolescent Development: A Scoping Review

“I’m not from a country, I’m from Australia.” Costumes, scarves, and fruit on their heads: The urgent need for Culturally Responsive Pedagogy when sharing diverse books with children.

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