Leticia Anderson
Biographic Data
| ID | 3951006 |
|---|---|
| NAME | Leticia Anderson |
| GIVEN NAMES | Leticia |
| FAMILY NAME | Anderson |
| SIGNATURE | ANDERSON L |
| AFFILIATIONS | Southern Cross University |
| ORCID | 0000-0001-9219-4356 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Afrodiasporic Identities in Australia
The Islamophobia Index
In a wide variety of studies over the past two decades, the media has consistently been identified as a significant social institution implicated in normalizing and disseminating anti-Muslim prejudice. Identifying and combating Islamophobic discourses has been a challenging proposition, however, due to difficulties in systematically identifying and evaluating “Islamophobia” within texts. Islamophobia is a complex and contested phenomenon that def…
Telling Our Stories
The findings demonstrate that despite challenges, skilled African migrants' resilience, ambition and determination were significant enablers to a healthy resettlement in Australia, contributing effectively to social, economic and cultural expectations, and subsequently meeting most of their own migration intentions. These findings suggest that resilience factors identified in the study are key elements of integration
Teaching shouldn’t feel like a combat sport’
In the Australian Higher Education sector, the gendered, racialised, and heteronormative culture of neoliberalism means that for minoritised teachers the university classroom is always a contested, and often hostile, space. Our gendered and racialised bodies become objects under the gaze of our students and the deafening headwinds of post-truth anti-intellectualism render our stories difficult for our students to hear. This paper probes our exper…
Practicing what we teach
As innovative pedagogies such as experiential learning unsettle traditional assumptions about tertiary teaching, a deeper understanding of how teachers experience such shifts is required. Whilst the literature emphasizes that effective experiential learning should entail transformative educational experiences for students, less attention is paid to the implications for educators. Through a collaborative autoethnographic approach, this research ex…
Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies
The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and ‘safer’ higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a ne…
Parenting Black children in White spaces
This paper employs a critical race theory (CRT) perspective to probe the experiences of skilled African migrants parenting Black children in Australia, a predominantly White country. Two key themes emerged from this study: (1) the need to explicitly teach children about race and racism and to foster positive racial identities and (2) the complexities of navigating tensions between ‘African’ and ‘Western’ cultural values. Participants demonstrated…
Battling the “headwinds”
Academics who identify or are identified with minoritised groups in society and teach marginalised subjects are particularly prone to experiencing individual and systemic bias and discrimination which harm their wellbeing and restrict their career advancement. These challenges can be likened to “headwinds” that they must constantly battle against, whilst those belonging to dominant social groups benefit from “tailwind” effects. We critique the fr…
I’m a Local
This article discusses the impact and implications of ‘I’m a Local...’, an initiative developed in partnership between a regional university, a refugee resettlement community organisation and former refugees from African nations in a regional Australian community. The initiative sought to improve understandings about refugees, acknowledge their contributions to Australian society and support local, inclusive cultures. It included the development …
Mission invisible
Countering Islamophobic media representations
Representations of Muslims in the Australian media have been routinely stereotyped; have failed to reflect the diversity of origin, outlook, and aspirations of Muslim Australians; and have negatively impacted perceptions of Islam and treatment of Muslims by non-Muslim Australians. This article explores findings from a study involving content and discourse analysis of representations of Muslims in Australian broadsheet newspapers. Lower levels of …
Battling the “headwinds”
Academics who identify or are identified with minoritised groups in society and teach marginalised subjects are particularly prone to experiencing individual and systemic bias and discrimination which harm their wellbeing and restrict their career advancement. These challenges can be likened to “headwinds” that they must constantly battle against, whilst those belonging to dominant social groups benefit from “tailwind” effects. We critique the fr…
Countering Islamophobic media representations
Representations of Muslims in the Australian media have been routinely stereotyped; have failed to reflect the diversity of origin, outlook, and aspirations of Muslim Australians; and have negatively impacted perceptions of Islam and treatment of Muslims by non-Muslim Australians. This article explores findings from a study involving content and discourse analysis of representations of Muslims in Australian broadsheet newspapers. Lower levels of …
Parenting Black children in White spaces
This paper employs a critical race theory (CRT) perspective to probe the experiences of skilled African migrants parenting Black children in Australia, a predominantly White country. Two key themes emerged from this study: (1) the need to explicitly teach children about race and racism and to foster positive racial identities and (2) the complexities of navigating tensions between ‘African’ and ‘Western’ cultural values. Participants demonstrated…
Teaching shouldn’t feel like a combat sport’
In the Australian Higher Education sector, the gendered, racialised, and heteronormative culture of neoliberalism means that for minoritised teachers the university classroom is always a contested, and often hostile, space. Our gendered and racialised bodies become objects under the gaze of our students and the deafening headwinds of post-truth anti-intellectualism render our stories difficult for our students to hear. This paper probes our exper…
I’m a Local
This article discusses the impact and implications of ‘I’m a Local...’, an initiative developed in partnership between a regional university, a refugee resettlement community organisation and former refugees from African nations in a regional Australian community. The initiative sought to improve understandings about refugees, acknowledge their contributions to Australian society and support local, inclusive cultures. It included the development …
Countering Islamophobic media representations
Representations of Muslims in the Australian media have been routinely stereotyped; have failed to reflect the diversity of origin, outlook, and aspirations of Muslim Australians; and have negatively impacted perceptions of Islam and treatment of Muslims by non-Muslim Australians. This article explores findings from a study involving content and discourse analysis of representations of Muslims in Australian broadsheet newspapers. Lower levels of …
Mission invisible
Battling the “headwinds”
Academics who identify or are identified with minoritised groups in society and teach marginalised subjects are particularly prone to experiencing individual and systemic bias and discrimination which harm their wellbeing and restrict their career advancement. These challenges can be likened to “headwinds” that they must constantly battle against, whilst those belonging to dominant social groups benefit from “tailwind” effects. We critique the fr…
I’m a Local
This article discusses the impact and implications of ‘I’m a Local...’, an initiative developed in partnership between a regional university, a refugee resettlement community organisation and former refugees from African nations in a regional Australian community. The initiative sought to improve understandings about refugees, acknowledge their contributions to Australian society and support local, inclusive cultures. It included the development …
Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies
The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and ‘safer’ higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a ne…
Parenting Black children in White spaces
This paper employs a critical race theory (CRT) perspective to probe the experiences of skilled African migrants parenting Black children in Australia, a predominantly White country. Two key themes emerged from this study: (1) the need to explicitly teach children about race and racism and to foster positive racial identities and (2) the complexities of navigating tensions between ‘African’ and ‘Western’ cultural values. Participants demonstrated…
The Islamophobia Index
In a wide variety of studies over the past two decades, the media has consistently been identified as a significant social institution implicated in normalizing and disseminating anti-Muslim prejudice. Identifying and combating Islamophobic discourses has been a challenging proposition, however, due to difficulties in systematically identifying and evaluating “Islamophobia” within texts. Islamophobia is a complex and contested phenomenon that def…
Telling Our Stories
The findings demonstrate that despite challenges, skilled African migrants' resilience, ambition and determination were significant enablers to a healthy resettlement in Australia, contributing effectively to social, economic and cultural expectations, and subsequently meeting most of their own migration intentions. These findings suggest that resilience factors identified in the study are key elements of integration
Teaching shouldn’t feel like a combat sport’
In the Australian Higher Education sector, the gendered, racialised, and heteronormative culture of neoliberalism means that for minoritised teachers the university classroom is always a contested, and often hostile, space. Our gendered and racialised bodies become objects under the gaze of our students and the deafening headwinds of post-truth anti-intellectualism render our stories difficult for our students to hear. This paper probes our exper…
Practicing what we teach
As innovative pedagogies such as experiential learning unsettle traditional assumptions about tertiary teaching, a deeper understanding of how teachers experience such shifts is required. Whilst the literature emphasizes that effective experiential learning should entail transformative educational experiences for students, less attention is paid to the implications for educators. Through a collaborative autoethnographic approach, this research ex…
Afrodiasporic Identities in Australia
Sociology (11 works) · Political science (9 works) · Gender Studies (7 works) · Psychology (6 works) · Gender Studies (5 works) · Social science (5 works) · Higher education (4 works) · Law (4 works) · Pedagogy (4 works) · Law (3 works)