‘You are not born being racist, are you?’ Discussing racism with primary aged-children

Priest, Naomi, Walton, Jessica, White, Fiona, Kowal, Emma, Fox, Brandi and Paradies, Yin 2016, ‘You are not born being racist, are you?’ Discussing racism with primary aged-children, Race ethnicity and education, vol. 19, no. 4, pp. 808-834, doi: 10.1080/13613324.2014.946496.

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Title ‘You are not born being racist, are you?’ Discussing racism with primary aged-children
Author(s) Priest, Naomi
Walton, JessicaORCID iD for Walton, Jessica orcid.org/0000-0003-3876-2994
White, Fiona
Kowal, EmmaORCID iD for Kowal, Emma orcid.org/0000-0003-3866-3224
Fox, Brandi
Paradies, YinORCID iD for Paradies, Yin orcid.org/0000-0001-9927-7074
Journal name Race ethnicity and education
Volume number 19
Issue number 4
Start page 808
End page 834
Total pages 27
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2016
ISSN 1361-3324
Keyword(s) racism
ethnic-racial socialisation
Summary Ethnic-racial socialisation is broadly described as processes by which both minority and majority children and young people learn about and negotiate racial, ethnic and cultural diversity. This paper extends the existing ethnic-racial socialisation literature in three significant ways: it (1) explores ways children make sense of racial and ethnic diversity in relation to their experiences of racial and ethnic diversity and racism; (2) considers ways children identify racism and make distinctions between racism and racialisation; and (3) examines teacher and parent ethnic-racial socialisation messages about race, ethnicity and racism with children. This research is based on classroom observations, semi-structured interviews and focus groups with teachers, parents and students aged 8-12 years attending four Australian metropolitan primary schools. The findings reveal that both teachers and parents tended to discuss racism reactively rather than proactively. The extent to which racism was discussed in classroom settings depended on: teachers’ personal and professional capability; awareness of racism and its perceived relevance based on student and community experiences; and whether they felt supported in the broader school and community context. For parents, key drivers for talking about racism were their children’s experiences and racial issues reported in the media. For both parents and teachers, a key issue in these discussions was determining whether something constituted either racism or racialisation. Strategies on how ethnic-racial socialisation within the school system can be improved are discussed.
Language eng
DOI 10.1080/13613324.2014.946496
Field of Research 160809 Sociology of Education
200209 Multicultural, Intercultural and Cross-cultural Studies
Socio Economic Objective 950201 Communication Across Languages and Culture
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2014, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30064558

Document type: Journal Article
Collections: Faculty of Arts and Education
Centre for Citizenship and Globalisation
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Created: Thu, 19 Jun 2014, 09:54:15 EST by Jessica Walton

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