Intersectionality and Indigenous Peoples in Australia: Experiences with Engagement in Native Title and Mining

Osborne, Natalie; Howlett, Catherine; Grant-Smith, Deanna

doi:10.1007/978-3-319-98473-5_17

Cited by 5 publications

(3 citation statements)

References 26 publications

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“…Intersectionality is a 'critical praxis' (Collins, 2015: 15-17) that seeks to promote social justice and address inequalities. In public policy, intersectional enquiry helps analyse and transform 'interlocking inequities' (Hankivsky and Jordan-Zachery, 2019: 2) and encourages policy to engage meaningfully with the experiences, needs and aspirations of diverse and/or marginalised peoples (Ferlatte and Oliffe, 2019;Schmidt and Mestry, 2019) including within Indigenous communities (De Kleyn, 2019;Osborne et al, 2019). Likewise, intersectional research can drive innovation in adaptation.…”

Section: Discussionmentioning

confidence: 99%

Indigenous climate change adaptation: New directions for emerging scholarship

Johnson

Parsons

Fisher

2021

Environment and Planning E: Nature and Space

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Although Indigenous peoples’ perspectives and concerns have not always been accommodated in climate change adaptation research and practice, a burgeoning literature is helping to reframe and decolonise climate adaptation in line with Indigenous peoples’ lived experiences. In this review, we bring together climate adaptation, decolonising and intersectional scholarship to chart the progress that has been made in better analysing and responding to climate change in Indigenous contexts. We identify a wealth of literature helping to decolonise climate adaptation scholarship and praxis by attending to colonial and neo-colonial injustices implicated in Indigenous peoples’ climate vulnerability, taking seriously Indigenous peoples’ relational ontologies, and promoting adaptation that draws on Indigenous capacities and aspirations for self-determination and cultural continuity. Despite calls to interrogate heterogenous experiences of climate change within Indigenous communities, the decolonising climate and adaptation scholarship has made limited advances in this area. We examine the small body of research that takes an intersectional approach to climate adaptation and explores how the multiple subjectivities and identities that Indigenous peoples occupy produce unique vulnerabilities, capacities and encounters with adaptation policy. We suggest the field might be expanded by drawing on related studies from Indigenous development, natural resource management, conservation, feminism, health and food sovereignty. Greater engagement with intersectionality works to drive innovation in decolonising climate adaptation scholarship and practice. It can mitigate the risk of maladaptation, avoid entrenchment of inequitable power dynamics, and ensures that even the most marginal groups within Indigenous communities benefit from adaptation policies and programmes.

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Section: Discussionmentioning

confidence: 99%

Indigenous climate change adaptation: New directions for emerging scholarship

Johnson

Parsons

Fisher

2021

Environment and Planning E: Nature and Space

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“…Social scientists have long been obsessed with average causal effects (Morgan & Winship, 2015). Indigenous research is dominated by well-meaning research that treats Indigenous peoples as homogenous, potentially exacerbating internal conflicts and inequalities (Osborne et al, 2019). As Walter (2015) notes, intersectional perspectives for Indigenous issues, particularly in relation to social class, gender and geography, are critical.…”

Section: Primary and Secondary Effects Model And An Indigenous Inters...mentioning

confidence: 99%

The role of achievement, gender, SES, location and policy in explaining the Indigenous gap in high‐school completion

Schellekens

Ciarrochi

Dillon

et al. 2022

British Educational Res J

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Internationally, there is a gap in high‐school completion rates for Indigenous and non‐Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative samples of Australian youth, we explored differences in high‐school completion between Australian Indigenous and non‐Indigenous rates, and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap is significant, is mostly a function of differences in academic achievement, but varies by socioeconomic status (SES) and location. Specifically, high SES and living in urban settings are protective factors for non‐Indigenous students, but not for Indigenous students. Conversely, rural and poor non‐Indigenous students appeared to have dropout rates as large or even larger than similarly poor and rural Indigenous youth. Overall, the results suggest the need for a more nuanced perspective on ‘Indigenous gaps’ in educational attainment.

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“…Because more young people are graduating than ever before, those without a secondary education are being left further behind (Goldin, 2018 been obsessed with average causal effects (Morgan & Winship, 2015) . Indigenous research has 1 itself been dominated by well-meaning research that treats Indigenous peoples as homogenous, potentially exacerbating internal conflicts and inequalities (Osborne et al, 2019) . As Walter (2015) notes, intersectional perspectives for Indigenous issues, particularly in relation to social class, gender, and geography, are critical.…”

Section: High School Completionmentioning

confidence: 99%

The Role of Achievement, Gender, SES, Location, and Policy in Explaining the Indigenous Gap in High-School Completion

Schellekens¹,

Ciarrochi²,

Dillon³

et al. 2020

Preprint

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Internationally there is a gap in high school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal and representative samples of Australian youth, we explored differences in high school completion between Australian Indigenous and non-Indigenous rates and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap varies by SES and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not so for Indigenous students. Results also show the Indigenous gap declined in response to government policy that increased the compulsory school leaving age.

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Intersectionality and Indigenous Peoples in Australia: Experiences with Engagement in Native Title and Mining

Cited by 5 publications

References 26 publications

Indigenous climate change adaptation: New directions for emerging scholarship

Indigenous climate change adaptation: New directions for emerging scholarship

The role of achievement, gender, SES, location and policy in explaining the Indigenous gap in high‐school completion

The Role of Achievement, Gender, SES, Location, and Policy in Explaining the Indigenous Gap in High-School Completion

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