Uncomfortable Truths: Teaching about Race and Anti-Indigenous Racism in the Classroom
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| Title: | Uncomfortable Truths: Teaching about Race and Anti-Indigenous Racism in the Classroom |
|---|---|
| Language: | English |
| Authors: | Cheryl Ward, Melody E. Morton Ninomiya, Michelle Firestone |
| Source: | Australian Journal of Indigenous Education. 2025 54(1). |
| Availability: | University of Queensland. Level 2, Building 4, The University of Queensland, St Lucia 4072, Australia. e-mail: ajie@uq.edu.au; Web site: https://ajie.atsis.uq.edu.au/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Indigenous Populations, Racism, Adult Educators, Adult Education, Intervention, Teacher Attitudes, Knowledge Level, Self Concept, Cultural Awareness, Minority Group Teachers, White Teachers, Resistance (Psychology), Foreign Countries, Classroom Environment, Safety |
| Geographic Terms: | Canada (Vancouver) |
| ISSN: | 1326-0111 2049-7784 |
| Abstract: | Anti-Indigenous racism education is often framed as a way to improve non-discriminatory care for Indigenous peoples. This study asked: What happens when anti-Indigenous racism is taken up by educators? What makes it challenging to manage in an adult classroom? What strategies are (un)successful? Ten adult educators participated--Indigenous (n = 4), White (n = 3) and non-Indigenous People of Colour (n = 3)--in either an interview or focus group. A phenomenological approach guided interpretation of participant narratives. Findings revealed persistent anti-Indigenous racist violence in adult educational settings. Successfully challenging anti-Indigenous racism required deep educator knowledge, self-awareness, cultural humility and strong facilitation skills. The traumatic toll on Indigenous educators and differing responses to resistance highlighted how racism is experienced and addressed differently by Indigenous, non-Indigenous People of Colour and White educators. This study provides empirical evidence for the need for pedagogical strategies that improve cultural safety, support educators and meaningfully confront anti-Indigenous racism in adult education classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480348 |
| Database: | ERIC |
| Abstract: | Anti-Indigenous racism education is often framed as a way to improve non-discriminatory care for Indigenous peoples. This study asked: What happens when anti-Indigenous racism is taken up by educators? What makes it challenging to manage in an adult classroom? What strategies are (un)successful? Ten adult educators participated--Indigenous (n = 4), White (n = 3) and non-Indigenous People of Colour (n = 3)--in either an interview or focus group. A phenomenological approach guided interpretation of participant narratives. Findings revealed persistent anti-Indigenous racist violence in adult educational settings. Successfully challenging anti-Indigenous racism required deep educator knowledge, self-awareness, cultural humility and strong facilitation skills. The traumatic toll on Indigenous educators and differing responses to resistance highlighted how racism is experienced and addressed differently by Indigenous, non-Indigenous People of Colour and White educators. This study provides empirical evidence for the need for pedagogical strategies that improve cultural safety, support educators and meaningfully confront anti-Indigenous racism in adult education classrooms. |
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| ISSN: | 1326-0111 2049-7784 |
