"They See My Skin Colour First": African-heritage Australian Students Navigating Racialized Learning Spaces.
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| Title: | "They See My Skin Colour First": African-heritage Australian Students Navigating Racialized Learning Spaces. |
|---|---|
| Authors: | Molla, Tebeje1 t.mekonnen@deakin.edu.au |
| Source: | International Journal of Multicultural Education. 2025, Vol. 27 Issue 3, p28-51. 24p. |
| Subject Terms: | *Education policy, *Inclusive education, *Qualitative research, *Psychology of students, Racial identity of Black people, Africans, Social change |
| Geographic Terms: | Australia |
| Abstract: | African-heritage students in Australia often encounter racial scrutiny shaped by media and political narratives that link their communities to youth violence. This paper explores the racialized schooling experiences of three students--Abeba, Aken, and Maua--using in-depth qualitative interviews. Their experiences reveal four key challenges: racial slurs, curricular non- (mis)representation, low teacher expectations, and being framed as disruptive or threatening. Despite these barriers, the students draw on personal strengths and supportive relationships to navigate and resist racialized learning environments. The paper highlights implications for education policy and school practice, calling for systemic change to create more inclusive and equitable schools. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Multicultural Education is the property of Yonsei University, Department of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190321083 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: "They See My Skin Colour First": African-heritage Australian Students Navigating Racialized Learning Spaces. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Molla%2C+Tebeje%22">Molla, Tebeje</searchLink><relatesTo>1</relatesTo><i> t.mekonnen@deakin.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Multicultural+Education%22">International Journal of Multicultural Education</searchLink>. 2025, Vol. 27 Issue 3, p28-51. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+identity+of+Black+people%22">Racial identity of Black people</searchLink><br /><searchLink fieldCode="DE" term="%22Africans%22">Africans</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: African-heritage students in Australia often encounter racial scrutiny shaped by media and political narratives that link their communities to youth violence. This paper explores the racialized schooling experiences of three students--Abeba, Aken, and Maua--using in-depth qualitative interviews. Their experiences reveal four key challenges: racial slurs, curricular non- (mis)representation, low teacher expectations, and being framed as disruptive or threatening. Despite these barriers, the students draw on personal strengths and supportive relationships to navigate and resist racialized learning environments. The paper highlights implications for education policy and school practice, calling for systemic change to create more inclusive and equitable schools. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Multicultural Education is the property of Yonsei University, Department of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190321083 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18251/ijme.v27i3.5601 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 28 Subjects: – SubjectFull: Education policy Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Racial identity of Black people Type: general – SubjectFull: Africans Type: general – SubjectFull: Social change Type: general – SubjectFull: Australia Type: general Titles: – TitleFull: "They See My Skin Colour First": African-heritage Australian Students Navigating Racialized Learning Spaces. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Molla, Tebeje IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 19345267 Numbering: – Type: volume Value: 27 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Multicultural Education Type: main |
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