The effects of Aboriginal tertiary students' perceived experiences of racism and of cultural resilience on educational engagement

Gibbs, Jordan; Paradies, Yin; Gee, Graham; Haslam, Nick

doi:10.55146/ajie.v51i2.27

Cited by 3 publications

(2 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…El análisis de trayectorias educativas de aborígenes australianos, por su parte, ha mostrado que el racismo representa un obstáculo tanto para acceder como para obtener éxito en la educación secundaria, afectando el compromiso académico y la percepción del ambiente de aprendizaje (Gibbs et al, 2022). El panorama es igualmente problemático en educación terciaria, donde existe resistencia a incorporar contenidos culturales indígenas en el currículum tanto de parte de los académicos como de los estudiantes; al respecto, se problematiza la influencia ejercida por los medios de comunicación al tergiversar medidas de reparación y asociarlas a un supuesto trato especial hacia los pueblos indígenas (Grogan et al, 2021).…”

Section: Issn-l: 2027-1786unclassified

Tensiones entre la Escuela y Familias Indígenas Mapuches

Perez,

Nahuelpán

2023

Rev. iberoam. psicol.

View full text Add to dashboard Cite

El derecho de los pueblos indígenas a recibir una educación respetuosa de su identidad cultural ha sido consagrado a través de múltiples declaraciones internacionales. No obstante, las escuelas presentan dificultades para abordar la pertenencia étnica de los estudiantes, incorporar el punto de vista indígena e interactuar apropiadamente con las familias. Las autoras pertenecen al pueblo mapuche y han considerado relevante abordar las tensiones percibidas en el espacio educativo a lo largo de su experiencia de trabajo académica y profesional. Se adhiere a la perspectiva de la psicología cultural, que plantea la construcción mutua del individuo y su contexto. Esta investigación busca comprender las tensiones entre la escuela y familias indígenas que pertenecen al pueblo mapuche y que viven fuera del territorio ancestral. Se siguió una estrategia cualitativa de recolección y análisis de datos, con foco en las narrativas de 14 madres y padres mapuches con hijos en edad escolar. La relación entre la escuela y las familias mapuches está marcada por la desconfianza y la crítica de parte de esta última. La escuela muestra ambivalencias, en tanto intenta incorporar expresiones culturales mapuche y, al mismo tiempo, reproduce dinámicas de discriminación. Las tensiones observadas están relacionadas con el legado de discriminación dejado por la escuela y por la experiencia de racismo vivida por los entrevistados. Las limitaciones en la gestión de la diversidad cultural se ven perpetuadas por resistencias políticas y sociales a avanzar en un mayor aseguramiento de derechos para los pueblos indígenas.

show abstract

Section: Issn-l: 2027-1786unclassified

Tensiones entre la Escuela y Familias Indígenas Mapuches

Perez,

Nahuelpán

2023

Rev. iberoam. psicol.

View full text Add to dashboard Cite

show abstract

“…In Canada, aboriginal students frequently encounter interpersonal discrimination and struggle to feel a sense of belonging on campus (Milne, 2016). In Australia, Gibbs et al (2022) found that experiencing racism in education affects educational engagement and academic outcomes. Similarly, Dovemark's (2013) research in Sweden revealed that indigenous peoples experienced racism in educational settings through private everyday racism and public racism denial.…”

Section: Introductionmentioning

confidence: 99%

Racism in the Academe: An Ethnographic Research among Aeta (indigenous) students of a state university in the Philippines

Precious G. Supan,

Camille Rose Carl Mendoza

2023

NTQR

View full text Add to dashboard Cite

Access to mainstream education by the indigenous peoples can result in their social and economic empowerment. However, indigenous students' assimilation into mainstream education has been a recent phenomenon in the Philippines. Discrimination persists as one of the disturbing experiences of the indigenous students inside the school. It is one of the leading causes of school dropouts among indigenous students and a barrier to pursuing higher education. Objective: To understand the meaning of this problem and explore the experiences and coping mechanisms of the Aeta (indigenous) students at a Philippine state university towards racism in education. Methods: A qualitative ethnographic study was conducted between August and December 2018 and included two indigenous students enrolled at a state university in Pampanga, Philippines. Ethnographic interviews, informal conversations, and participant observation were conducted to gather data, which was then thematically evaluated. Results: After synthesizing the data, three categories developed: 'Ethnicity, Race, and Racism,' ‘Coping with racism, and ‘Meanings of racism.' The first category explored racism as a phenomenon linked to perceived ethnic and racial differences that cause harm to indigenous students on a physical and emotional level. The second category covered indigenous people's active and passive forms of resistance as they dealt with racism in education. The third category presented that racism is associated with a 'social problem’ as it distresses their ethnic community and interferes with their opportunity to obtain a quality education and a 'motivation' for they believe achieving the same societal status as their non-indigenous counterparts through literacy could bring empowerment to their ethnic group; thus eliminate subordination and inferiority. Conclusion: Racism in education remains a significant challenge for the Aeta students and therefore calls for the reform efforts of local agencies and other stakeholders.

show abstract