A Courageous Conversation with Racism: Revealing the Racialised Stories of Aboriginal Deficit for Pre-Service Teachers

Autor/in	Daniels-Mayes, Sheelagh
Titel	A Courageous Conversation with Racism: Revealing the Racialised Stories of Aboriginal Deficit for Pre-Service Teachers
Quelle	In: Australian Educational Researcher, 47 (2020) 4, S.537-554 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daniels-Mayes, Sheelagh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-019-00360-0
Schlagwörter	Foreign Countries; Racial Bias; Preservice Teachers; Indigenous Populations; Cultural Awareness; Story Telling; Critical Theory; Australia + Suchen Sie Ihr Suchwort? Ausland; Racial discrimination; Rassismus; Sinti und Roma; Cultural identity; Kulturelle Identität; Kritische Theorie; Australien
Abstract	Teacher educators continue to debate the most effective strategies to assist teachers to become confident educators of Aboriginal students, and Aboriginal content and perspectives. Recently, pre-service teachers have begun to be taught cultural responsiveness with varying degrees of success. The paper is created from (1) data gathered from ethnographic research; (2) the existing literature; (3) my lived experience of being an Aboriginal teacher educator; and (4) my own experiences with racism and oppression. The therapy narrative technique of externalising conversations is used in this paper to facilitate a conversation with the identified problem of racism. The resulting script is a dialogue between an Aboriginal teacher educator and the Master Storyteller Racism, with the 'audience' consisting of pre-service teachers. The paper seeks to bring together, in one location, a number of socio-cultural and socio-historical events and narratives regarding Aboriginal peoples and their cultures. It is argued that if the many guises of racism that continue to perpetuate a system that works towards under-educating Aboriginal students are not revealed and disrupted, then a counterstory of Aboriginal education success will remain silent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01