Pride and prejudice: opposing constructions of mixed race in Australia

ABSTRACT

In the Australian context, the development of a ‘situated politics of mixedness’ is complicated by the fact that there are (at least) two main categories of mixed race populations – the Indigenous and the migrant/settler. For those with mixed Aboriginal/non-Aboriginal ancestries, and those with mixed White and other migrant ancestries, life chances and identities differ significantly. This paper outlines some of these differences using the trope of pride and prejudice. For those of mixed migrant/settler heritage, evidence is growing that the mixed experience is predominantly one of pride. For them, misrecognition, or being asked about their racial background, is an opportunity for play, often resulting in ‘the big reveal’ of a valorised mixed identity associated with something other than a bland ‘white bread’ Australian-ness. For those of mixed Indigenous heritage however, there remains a significant level of prejudice, not (only) for being Aboriginal, but for not being visibly Aboriginal enough. Using existing studies and a number of media controversies as examples, this paper interrogates the implications of these differences for understandings of the ways in which race is recruited in the construction of legitimate identity claims. It asks particularly how ‘mixed race’ is helpful analytically to describe the identity constructions within these two very different experiences.     

Desire for the desert: racialising white teachers’ motives for working in remote schools in the Australian desert

Abstract

Distinct from rurality, the Australian desert has long functioned as a signifier of remoteness in the dominant imagination; a product of spatialised binary relations between ‘progressive’ (white) mainstream or idealised white countryside, and disordered/dangerous Aboriginal periphery. Remoteness constitutes a complex racial dynamic that has historically mediated white teachers’ and missionaries’ desires to travel to the social margins. This article adopts a discursive understanding of remoteness to examine contemporary white teachers’ decisions to work in Aboriginal schools in the desert – decisions that are often articulated through unwitting recourse to the ‘three Ms’ or ‘tourist’. The article explores these identity constructs and how they enable different performances of whiteness. It examines how white people’s desires are often covertly raced but does not however, position the teacher as a priori racist. Rather, desire is theorised as a social construct in which subjects invest, which may at times contribute toward processes of decolonisation. This rendering moves beyond a logic of individualism and underpins the argument that recognising how these dynamics play out is vital with respect to understanding the place of white teachers inside remote Indigenous Education. Moreover, such insights are valuable for appreciating how whiteness continues to be reproduced in White Australia under a guise of good intentions.     

‘Having to say everyday … I’m not black enough … I’m not white enough’. Discourses of Aboriginality in the Australian education context

This paper interrogates discourses of Aboriginality about, and by, early career Aboriginal teachers as they negotiate their emergent professional identity in specific Australian school contexts. These discourses position the respondents via their ethnic and cultural background and intersect with self-positioning. This relates to the desire to be positioned as teacher rather than (only) as an ‘Aboriginal’ teacher. Consequently, the over-determination of Aboriginality includes such suppositions as the ‘think-look-do’ Aboriginality with a ‘natural’ connection to community, the ‘good’ Aboriginal teacher who fixes Aboriginal ‘problems’, the Aboriginal teacher as ‘Other’, and [the notion that] ‘Aboriginal work’ as easy, not real work and peripheral to core business. Through qualitative methodology, eleven Aboriginal teachers from the University of Sydney were interviewed. They were able to construct stories of early career teaching and the data was analysed to explore how the participants interpreted, accepted and/or resisted various discourses in their efforts to be agentic and resilient and to make a difference for the Aboriginal students they teach.     

The politics of indigeneity,identity and representation in literature from north Australia's Gulf Country

The Aboriginal author Alexis Wright's novels Plains of Promise, Carpentaria and The Swan Book have prompted scholars and critics towards enthusiastic comparisons with the ground-breaking work of a range of international writers. With her novels all set partly in the remote Gulf Country of north Australia, Wright's work arises from intellectual and political commitment to Indigenous people, and aspires to the idea of a distinctive ‘Aboriginal sovereignty of the mind’. Much less known yet, we argue, of complementary significance, are a broader suite of writings about this region, and we address representations of cultural identity and connections to place by authors with both Aboriginal and European ancestries. With our interest in a deliberately cross-disciplinary methodology, ethnographic research complements our focus on texts to facilitate analysis of diverse identities in a setting produced through both the resilience of Indigenous cultural traditions and the legacies of European settler colonialism. We argue that the range of authorial representations arising from this sector of Australian society provides a focus for understanding shared and contested postcolonial imaginaries about place, culture and identity.     

Perceptions of Defendant Culpability in Pretrial Publicity: The Effects of Defendant Ethnicity and Participant Gender

Previous researchers have found that individuals who are exposed to negative pretrial publicity (PTP) are more likely to judge a defendant guilty than individuals exposed to little or no negative PTP. We examined whether or not minority defendants (black, Aboriginal) are differentially disadvantaged by negative PTP in comparison with white defendants within a Canadian context. Participants read an online newspaper article about a sexual assault case involving a white, black, or Aboriginal defendant and then answered questions regarding defendant culpability and their perceptions of their own abilities to be impartial jurors. The defendant’s ethnicity and the gender of the participant impacted perceptions of defendant culpability. Participants (particularly female participants) generally favored the black defendant and disadvantaged the Aboriginal defendant (in comparison with the white defendant). Despite this fact, participants generally felt they could be impartial and fair jurors. These findings suggest that current procedures for assessing—and trying to avoid—racial biases in jurors are insufficient.     

‘Racism under the radar’: Student perceptions of school experiences in a multicultural context

In this study focus groups were conducted to explore Aboriginal and Caucasian student perceptions of school experiences within a multicultural context. Five major themes emerged from students’ dialogues that pose several questions about what sort of racist atmosphere the members of this community are being exposed to on a daily basis. The findings of this study underscore an understanding of Aboriginal student resiliency within a school setting that employs successful school initiatives that aim to promote student success. Further inquiry into these findings is needed.     

Unsettling Australian settler supremacy: combating resistance in university Aboriginal studies

Higher education courses designed to equip students to work effectively with Indigenous peoples by teaching about racism and inequality often encounter resistance to these concepts. In particular, students argue that individual and structural racisms, and their own white privilege, are ‘not their fault’. This article examines different forms of student resistance expressed within a number of Aboriginal Studies courses taught in a regional Australian university. This article reflects on data collected from various research initiatives with students, and personal teaching experiences over decades, and argues that although the notion of white supremacy can explicitly identify white privilege it also actively promotes even greater student resistance to learning. As such, this article argues for a consistent sequence of anti-racism approaches and suggests a number of key pedagogical strategies for anti-racism education.     

‘Our own Hurricane Katrina’: Aboriginal disadvantage and Australian national identity

Since Prime Minister Howard's declaration in 2007 that child sex abuse in Northern Territory Aboriginal communities was Australia's ‘own Hurricane Katrina’, the trope of natural disaster has been a regular feature of print and television media coverage of Indigenous affairs in Australia. The effect of this rhetorical strategy is to separate what happens to Aboriginal people from the fabric of ‘mainstream’ Australian cultural and political life; to render it alien and unconnected to the relative privilege enjoyed by other Australians. This strategy also produces peculiar temporal effects by erecting a cordon sanitaire around Australian history and the national identity that it supports. Howard's comparison of Aboriginal disadvantage with Katrina, if read alongside his politicization of the teaching of Australian history, demonstrates an unwillingness to incorporate systemic injustice toward Indigenous people within the composition of that history. This article interrogates the relationships between the manifold understandings of Aboriginal disadvantage and attempts to commemorate its violent history, as these aspects of Australian life are both integrated and refused by national identity narratives. Specifically, the paper reinterprets the trope of natural disaster as a means of comprehending Indigenous disadvantage and Australian identity by drawing on Walter Benjamin's philosophy of history. Benjamin's understanding of activism as a constructive retrieval of the past will be developed to reconnect catastrophe to history, and to enable an exploration of responsibility for that history as an integral condition of contemporary Australian identity.     

Explicating race privilege: examining symbolic barriers to Aboriginal and non-indigenous partnership

Processes of racialisation and patterns of privilege continue to structure relations between Aboriginal and non-Indigenous Australia. This study explored the everyday ways race is reinscribed and unequal relations of power expressed, constituted and legitimised in a context marked by a history of oppressive colonisation. Conceptualising barriers to partnership as ideologically reproduced through discourse, critical discourse analysis was utilised to examine non-Indigenous and Aboriginal participants' understandings of the history of poor relations between groups. Participants were four male and three female non-Indigenous local government representatives and five female and four male Aboriginal community members, recruited for semi-structured interviews or a focus group. We focus the first part of our analysis on the discourse of ‘abstract liberalism’, which was identified in local government representatives' talk. Arguably, this hegemonic discourse, which reflects a monological conception of the world, is indicative of the circuits and consequences of dispossession within this particular local context. The discourse of ‘disregard’, mobilised by Aboriginal participants, demonstrates the continuity of coloniality and offers a counter story to the dominant ideological narrative. Explicating the reproduction of race privilege, while engaging with Indigenous knowledge as a space of critique and resistance is discussed as central to decolonisation and anti-racism praxis.     

Jewish Hatzolah and the barriers to equivalent Aboriginal Australian cultural adaptation

Insofar as they perceive secularisation as loss of attachment to tradition and community, Orthodox Jews face difficulties somewhat similar to those facing Aboriginal Australians. Both fear that engagement with the wider society equates to loss of cultural particularity. Orthodox Australian Jews have responded to this fear by countering the trend to secularisation and adapting traditional cultural beliefs and practices so that they may be retained while also allowing engagement in modern secular life. Hatzolah is one adaptation that reconciles dissonances between cultural heritage, secular life and good health. My interest in Hatzolah is as a metaphor that may help in exploring the possibility of equivalent Aboriginal responses, whereby Aborigines may negotiate the discourse that, for them, pits culture against health, education and socio-economic status. In this case, powerful discourse makes structured adaptation like Hatzolah less likely than it might otherwise be. Yet in their everyday, Aborigines do negotiate the tensions of being modern, much as Orthodox Jews. I argue that the discursive oppositions are the product of public policy and identity politics that are both invested in a solidary culture, unitary identity and binary difference. I also argue that the emergence of Hatzolah-like adaptations depends on the recognition and full consideration in policy of Aborigines' contemporary lived realities of interculturality, subjective multiplicity and ambiguity.     

多维一体教学法在加拿大原住民课程教学中的实践运用

以加拿大渥太华大学的《加拿大原住民社会文化概况》课程为例，从课程授课对象、教学目的出发，重点对加拿大原住民课程教学中的多维一体教学法展开了详细的探讨，提出多方资源力量的参与、课堂教学的互动、课后多形式的交流和课程教学实践的运用等方法的整体多维运用，共同构成了加拿大原住民课程教学中的多维一体教学法。多维一体教学法可以为我国民族高校相关课程教学提供重要的教学启发和经验借鉴。     

‘Are you gonna show this to white people?’: Chicana/o and Latina/o students’ counter-narratives on race,place, and representation

This article explores the recurring narratives on race, place and representation that emerged in the talk of Chicana/o and Latina/o sixth-graders at a middle school in East Los Angeles, California. Discourse analytic methods are used to closely examine how these narratives were constructed within the contexts of everyday classroom interactions. Drawing on the notion of counter-storytelling from critical race theory, the article highlights how these sixth-grade students articulated counter-narratives about who they were and what their community was like – often in direct opposition to what they perceived as white people’s stereotypical assumptions and misperceptions. It is argued that these narratives constitute a powerful and sophisticated critique of dominant narratives that frame working-class Chicana/o and Latina/o students in racist and pejorative terms. The article ends with a discussion of implications for understanding youth agency and the politics of representation.     

Fuzzy frontiers of identity: The British case

Abstract

The author examines the formation of British identity, looking at the interaction of ‘the British’ with the Celtic fringe, the Dominions, the Commonwealth, Anglophone America, Europe and peoples described in immigration law as ‘aliens’. He argues that the core identity is constructed in the course of interactions (sometimes hostile) with these externalized identities. The frontiers between identities are often ‘fuzzy’, allowing a degree of penetration by outsiders. The concept of ‘fuzziness’ is elaborated. The shape and edges of British identity are shown to be historically changing, often vague and to a degree, malleable. It is suggested that the move away from the Dominions and Commonwealth to Europe has contributed to a crisis of national identity.     

First Nations,Métis and Inuit presence in the Newfoundland and Labrador curriculum

This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with First Nations, Métis and Inuit peoples (FNMI) educators, educational administrators and knowledge holders. Although there is evidence of reform, as a whole the curriculum suffers from silences and lack of context, problematic placement and associations, the intrusion of settler perspectives, contradiction over judgement about issues related to FNMI peoples and inconsistency that undermine efforts at reform. This article provides guidance to curriculum designers, textbook writers, teachers and administrators participating in the decolonization of education in Canada.     

Shaking the bad boys: troubling the criminalization of black boys’ childhood play,hegemonic white masculinity and femininity,and the school playground-to-prison pipeline

ABSTRACT

Few studies have sought to understand the childhood play experiences of Black boys in early childhood education (ECE), and a majority of those that investigate them often socially construct Black boys’ play as criminal, dangerous, and monstrous. Considering the dangers of hegemonic masculinity and femininity or the racial and gendered power and privilege White boys and girls bring to societal spaces including playgrounds, little is known about how such power influences the experiences of Black boys who play with them. In this conceptual paper, I draw on critical race theory (CRT) to trouble the criminalization of Black boys’ childhood play and hegemonic White masculinity and femininity, which can prove violent and dehumanizing to Black boys. As such, I suggest that similar to the school-to-prison pipeline (STPP), Black boys may become victims of what I call the school playground-to-prison pipeline (SPTPP) as a consequence of White children’s accusations, fears, misperceptions, and misreadings of Black boys’ play. Recommendations are provided for teacher and ECE to better support Black boys and the cross-cultural play interactions between them and White children.     

“They Are Clipping Our Wings”: Health Implications of Restrictive Immigrant Policies for Mexican-Origin Women in a Northern Border Community

We examine racialization processes experienced by women of Mexican origin in a northern border community during a protracted period of restrictive immigrant policies that have disparately affected Mexican-origin communities, and consider pathways through which these experiences may affect health. This grounded theory analysis draws on interviews conducted in 2013–2014 with 48 first, 1.5, and second generation Mexican-origin women living in Detroit, MI. Racialization processes blurred boundaries between Latinas/os, immigrants, and undocumented immigrants. Racialized policies and interactions required women to negotiate shifting and often precarious social and political terrain. We describe racializing markers used by agents of multiple institutions to assess the legal status of women and members of their social networks, shaping their access to the resources over which institutional agents held power. Specifically, we consider the dynamic mechanisms by which multiple legal, social, and employment institutions exacted immigrant policing and bureaucratic surveillance. These include: (1) interior and border immigration enforcement agents’ active surveillance of residents; (2) local law enforcement officials’ assertion of authority over driver’s licenses and contact with immigration officials, often in traffic-related encounters; (3) Secretary of State clerks’ discretion in assessing legal status and issuing driver’s licenses and state IDs; (4) social welfare agents’ scrutiny of citizenship status in determining access to nutritional, economic, and medical resources; and (5) employers’ exploitation of these structural vulnerabilities to justify unfair treatment of immigrant workers. We theorize several mechanisms, by which these processes affect health, including: stigmatization; hypervigilance; and restricted access to health-promoting resources.     

壮族的民间信仰与民俗医疗

壮族的传统医药文化非常丰富,民间至今依然盛行与宗教信仰密切相关的“神药两解”的民俗医疗方法。笔者在田野调查中发现,壮族乡村的病人在积极寻求药物治疗的同时,还借助麽公、囊妹、道士等神职人员施行各种仪式来治病,且往往能取得意想不到的效果。本文拟从田野资料出发,借鉴医学人类学的相关理论,以目前壮族农村盛行的巫术与祝由疗法为例,来探讨壮族的民间信仰与民俗医疗的关系。     

Commemorating the colonial Pilbara: beyond memorials into difficult history

The colonial Northwest of Western Australia was a harsh frontier, where demands for Aboriginal land, labour and knowledge led to dispossession, loss of rights, massacre and generations encumbered with the colonial legacy. In the Pilbara, there are some rare attempts to engage with this difficult colonial history, mainly in the form of heritage site interpretation and heritage trails. Overall, the difficult colonial history of the Northwest is poorly represented. Colonialism and its legacy are not effectively commemorated, nor are distinct local cultural and civic attributes highlighted as ‘lessons from the past’. In this paper, we explore the memorialization and commemoration of the Northwest's traumatic colonial history and consider a history of how heritage has been represented across the landscape. We suggest that the affective heritage of the Northwest especially cross-cultural or multi-cultural sites and histories can provide a basis for commemorating difficult colonial history or violent events that are underrepresented in dominant heritage regimes.     

Attitudes of Black,White, and Hispanic Community Residents Toward Seeking Medical Help

With regard to racial/ethnic health disparities, a variable that has not been well explored is the person’s willingness to seek medical aid when symptoms appear. Until recently, there has been no comprehensive scale to measure these predispositions and their significance for public health. This study’s purpose was to determine whether specific attitudinal differences might constitute barriers to medical help-seeking for racial/ethnic subgroups. In a sample of 380 community residents responding to a mailed survey in the Hartford, CT metropolitan area, racial/ethnic differences were examined for four attitudinal aspects of medical help-seeking: action/intention, cynicism/fatalism, confidence in medical professionals, and fear/avoidance. Multivariate analyses controlling for other demographic, health crisis, and health insurance variables indicated that black, white, and Hispanic subgroups differed strongly on the battery of medical help-seeking attitudes. Although all groups were generally favorable to help-seeking, black and Hispanic respondents expressed more favorable, pro-help-seeking attitudes than did white respondents. Their attitudes were highly significant for action/intention and confidence in medical professionals. This study showed no evidence that racial/ethnic health disparities might result from negative predispositions as barriers to medical help-seeking.     

A tale of four cities: the boundaries of blackness for Ethiopian immigrants in Washington,DC, Tel Aviv,Rome, and Melbourne

ABSTRACT

Scholars increasingly view urban areas as fragmented spaces where migrants are policed in ways that promote differential access to mobility, but the glocal meanings of race are often undertheorized. This paper explores the mobility experiences of Ethiopian migrants in four cities: Washington, DC, Tel Aviv, Rome, and Melbourne. Using a textual analysis of newspaper coverage in each city, the analysis finds that media and police often act as agents who racialize Ethiopian migrants relative to native minorities and other migrants. The paper concludes that the experiences Ethiopian immigrants faced in urban areas were informed by glocal meanings of race (blackness); they were shaped in relation to not only other migrants and native minorities, but also a globalized discourse on immigration.