Systemic racism
Systemic racism creates hidden barriers for indigenous students in Australia. Indirect racial discrimination results in unequal treatment and outcomes for indigenous students due to factors like their racial or ethnic origin. Some of the hidden barriers indigenous students face include regular absenteeism from school due to issues like involvement in the criminal justice system, family unemployment, cultural obligations, and health problems. Additionally, the Eurocentric model of teaching falsely assumes a one-size-fits-all approach and that indigenous students who maintain their culture cannot assimilate into white society. Poor teacher quality in remote indigenous communities also fails to meet the needs of indigenous students and contribute to distrust between families and schools.
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Systemic racism
- 1. Systemic racism The hidden barrier for indigenous students
- 2. Anti-discrimination law • Direct racial discrimination One person is treated differently to another in the same or similar situations. • Indirect racial discrimination aim to address systemic discrimination; due to various racial or ethnic origin, the treatment for each person could be different and then caused inequality.
- 3. Hidden barriers • Regular attendance In high school, the indigenous students absented 30-54 days of school a year. Reasons: The criminal justice system Parents’ unemployment Cultural obligations Students’ health and hearing
- 4. Hidden barriers • The Eurocentric model of teaching The policy-maker thought that their policies are neutral, objective and universally applicable; basically, their assumptions were those indigenous students who grow up with white children have “lost their culture” and therefore be part of white society; however, those indigenous who lived in remote areas in Australia still came with traditional beliefs and language.
- 5. Hidden barriers • An example: Northland Secondary College in Victoria. (forced to close however re-opening as a result) • This example indicated that the voice of indigenous students has increased. • Communication styles: schools implement standard English for both indigenous students and non-indigenous students; however, the indigenous students’ speaking are different by comparing with other students. (aboriginals’ culture on communication)
- 6. Hidden barriers • The qualities of teachers for indigenous students. Obviously, educational experience and outcomes for indigenous student are poor and therefore, the qualities of teachers for indigenous students do not meet high requirements; most of them are not responsible, they came to those remote areas in order to “earn” points and after 2 years, they leave. Therefore, those Aboriginal parents do not trust them and claim for fair treatments.