“She Just Saw Me - She Didn’t Teach Me”
The perspectives of Australian Sudanese and South Sudanese youth on the student/teacher relationship in Australian schools
Bibliographic Data
| ID | 21522550 |
|---|---|
| Authors | Luke Macaulay (0000-0002-7351-2336, Deakin University, corresponding author) |
| Year | 2023 |
| Volume | 50 |
| Issue | 5 |
| Pages | 1323-1341 |
| Publication date | 2023-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s13384-022-00554-z |
| OpenAlex | W4293250576 |
| Language | EN |
| Citations received | 5 |
| References cited | 38 |
In recent times, young people from Australian Sudanese and South Sudanese communities have received considerable negative racialised public and political attention. This publicity has the potential to negatively shape the perspectives of other Australians, which in turn can have adverse consequences for these youth in terms of their social experiences. Against the backdrop of hegemonically ‘white’ Australian school contexts, pre-determined negative perspectives have the potential to undermine social experiences, relationships, and the overall educational inclusion of these students. This qualitative study places the voices of the participants at the centre of the research to better understand Australian Sudanese and South Sudanese youths’ perspectives on their relationships with schoolteachers. A voice-centred relational methodology (VCRM) approach was used to analyse data and to present the findings of the study. The findings suggest that student/teacher relationships as experienced by Australian Sudanese/South Sudanese youth are, for the most part, negative. It was reported that these youth experience low academic expectations from their teachers and are held to disproportionately high levels of disciplinary accountability. In many instances these findings were linked by participants to forms of racial discrimination, which have the potential to impede their educational belonging
Accountability · Discipline · Pedagogy · Political science · Politics · Publicity · Qualitative research · Social science · Sociology · Education and experiences of immigrants and refugees · Gender Studies · Migration, Health and Trauma · Psychology · Racial and Ethnic Identity Research
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| Citations per year | 2.5 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |