Moving beyond essentialism : Aboriginal parental perceptions of school bullying and school engagement

Gawaian Bodkin-Andrews, Alison Whittaker, Elena Cooper, Roberto H. Parade, Nida Denson, Peter Bansel

Research output: Chapter in Book / Conference PaperChapter

5 Citations (Scopus)

Abstract

One of the key research methods that has often been cited to perpetuate the essentialist colonial positioning of Aboriginal and Torres Strait Islander peoples is that of quantitative statistics (Walter 2010). Whilst some scholars may argue that statistics has no place within the Indigenous research setting (Penman 2006), it is our position that, if approached from an Indigenous standpoint, it is possible to ensure that statistics can more accurately and meaningfully represent Aboriginal and Torres Strait Islander peoples and their communities (Kukutai and alter 2015; Walter and Andersen 2013). It is the purpose of this chapter to apply an Indigenous statistical standpoint that will highlight the limitations in essentialist reasoning and also speak to qualitative research framed within Indigenous research methodological practices (Kovach 2009; Martin 2008). Specifically, this chapter will engage with Indigenous scholarly literature that highlights the complexities of bullying within and across Indigenous communities (e.g. Coffin 2011).
Original languageEnglish
Title of host publicationIndigenous Children Growing Up Strong: A Longitudinal Study of Aboriginal and Torres Strait Islander Families
EditorsMaggie Walter, Karen L. Martin, Gawaian Bodkin-Andrews
Place of PublicationU.K.
PublisherPalgrave
Pages153-178
Number of pages26
ISBN (Electronic)9781137534354
ISBN (Print)9781137534347
DOIs
Publication statusPublished - 2017

Keywords

  • Aboriginal Australians
  • Torres Strait Islanders
  • bullying in schools
  • decolonization
  • multicultural education

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