Advertisement

Indigenous Australians: Shame and Respect

  • Sharon LouthEmail author
Chapter

Abstract

This chapter examines the shame factor within Australian society and specifically draws on perspectives from the cultural context of Australian Indigenous people. Initially shame and respect will be examined in terms of valuing oneself and the impact of shame and respect on the constructs on oneself, those being self-confidence, self-concept and self-efficacy. These terms will be explored by understanding how these constructs of self are valued and measured within Australian society and how they are linked to respect. Discussion will then focus on how these values and measures are applied within Australian society and the effect these measures may have on an individual’s perceptions of self. Strategies which can be employed to increase self-confidence, self-concept and self-efficacy will be examined, along with the notion of employing these strategies to enhance group confidence, group identity and group efficacy, drawing on examples from projects which have focused on Australian Indigenous people. It is hypothesized that if these strategies can be applied to other cultural communities within Australia then they may be translatable to assist other communities to successfully value culture, reduce shame and develop respect across cultural contexts.

Keywords

Shame and respect Australia Indigenous cultures Individualistic context Collective context Colonialism 

References

  1. Andersen, C., & Walter, M. (2010). Indigenous perspectives and cultural identity. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools. Melbourne: Oxford University Press.Google Scholar
  2. Australian Bureau of Statistics. (2011). Census of Population and Housing. Canberra.Google Scholar
  3. Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84, 191–215.CrossRefPubMedGoogle Scholar
  4. Bandura, A. (1977b). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
  5. Cahill, R. (1999). Solid English. Perth, WA: Education Department of Western Australia.Google Scholar
  6. Erikson, E. H. (1994). Identity and the life cycle. New York: WW Norton & Company.Google Scholar
  7. Friere, P. (1998). Teachers as cultural workers: letters to those who dare teach. Boulder, Colorado: Westview press.Google Scholar
  8. Garnett, S. T., Sithole, B., Whitehead, P. J., Burgess, C. P., Johnston, F. H., & Lea, T. (2009). Healthy country, healthy people: Policy implications of links between indigenous human health and environmental condition in tropical Australia. The Australian Journal of Public Administration, 68, 53–66.CrossRefGoogle Scholar
  9. Garrett, R., & Wrench, A. (2010). They should talk to us inclusivity and physical education. draft. Adelaide: University of South Australia.Google Scholar
  10. Harrison, N. (2011). Teaching and learning in aboriginal education (2nd ed.). Sydney, NSW: Oxford University Press.Google Scholar
  11. Holstein, J. A., & Gubrium, J. F. (2000). The self we live by: Narrative identity in a postmodern world. New York: Oxford University Press.Google Scholar
  12. Hughes, P., Moore, A. J., & Williams, M. (2004). Aboriginal ways of learning. Adelaide, SA: Paul Hughes.Google Scholar
  13. Hyde, M., Carpenter, L., & Conway, R. (Eds.). (2010). Diversity and inclusion in Australian schools. Sydney, Australia: Oxford University Press.Google Scholar
  14. Hyde, M., Carpenter, L., & Conway, R. (Eds.). (2014). Diversity, inclusion and engagement (2nd ed.). Melbourne, Victoria: Oxford University Press.Google Scholar
  15. Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010). Educational psychololgy for learning and teaching (3rd ed.). South Melbourne, VIC: Cengage Learning.Google Scholar
  16. Kreig, A. (2009). The experience of collective trauma in Australian indigenous communities. Australasian Psychiatry, 17(1), 28–32.CrossRefGoogle Scholar
  17. Le Messurier, M. (2010). Teaching tough kids. Oxon, UK: Routledge.Google Scholar
  18. Louth, S. (2011). Promoting healthy communities through an active curriculum. Paper presented at the Australian Council for Health and Physical Education and Recreation (ACHPER) International Conference Adelaide, South Australia.Google Scholar
  19. Louth, S. (2012). Overcoming theshamefactor: Empowering indigenous people to share and celebrate their culture. Paper presented at the International Conference of the Australian Multicultural Interaction Institute (AMII), Phuket, Thailand.Google Scholar
  20. Louth, S. (2013). Mentoring indigenous secondary school students to raise educational aspirations. Paper presented at the 6th Annual Mentoring Conference, Albuquerque, NM, United States.Google Scholar
  21. Lynd, H. M. (2013). On shame and the search for identity (Vol. 145). Abingdon-on-Thames: Routledge.Google Scholar
  22. McClelland, D. C., Atkinson, J., Clark, R., & Lowell, E. (1953). The achievement motive. New York: Appleton-Century-Croft.CrossRefGoogle Scholar
  23. McGee, C., & Fraser, D. (Eds.). (2011). The professional practice of teaching (4th ed.). South Melbourne, Vic: Cengage Learning.Google Scholar
  24. McInerney, D. (2003). Motivational goals, self-concept and sense of self—What predicts achievement? Similarities and differences between Aboriginal and Anglo Australians in high school settings. Paper presented at the AARE Conference, Auckland, New Zealand.Google Scholar
  25. McMaster, J., & Austin, J. (2005). Race: A powerful axis of identity. In J. Austin (Ed.), Culture and identity. Pearson: Frenchs Forest, NSW.Google Scholar
  26. McRae, D. (2002). What works. Improving outcomes for Indigenous students. Canberra: Department of Education Science and Training.Google Scholar
  27. McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T., Price, K., et al. (2000). What works? Explorations in improving outcomes for indigenous students. Canberra: Australian Curriculum Studies Association & National Curriculum Services.Google Scholar
  28. Phillips, J., & Lampert, J. (2005). Introductory aboriginal studies in education: The importance of knowing Frenchs Forest. NSW: Pearson Education Australia.Google Scholar
  29. Purdie, N., Tripcony, P., Boulton-Lewis, G., Gunstone, A., & Fanshawe, J. (2000). Positive self-identity for indigenous students and its relationship to school outcomes. Canberra: Department of Education Training and Youth Affairs.Google Scholar
  30. Shweder, R. A., & Haidt, J. (2000). The cultural psychology of the emotions: Ancient and new. In M. Lewis & J. Haviland (Eds.), Handbook of emotions (2nd ed., pp. 397–414). New York: Guilford.Google Scholar
  31. Spencer, D. J. (2000). Anomie and demoralization in transitional cultures: The Australian aboriginal model. Transcultural Psychiatry, 37(1), 5–10.CrossRefGoogle Scholar
  32. Tajfel, H. (1978). Differentiation between social groups: Studies in the social psychology of intergroup relations. London: Academic Press.Google Scholar
  33. Tajfel, H. (2010). Social identity and intergroup relations. Cambridge: Cambridge University Press.Google Scholar
  34. Thompson, S. (2010). Aboriginal perspectives on physical activity in remote communities: Meanings and ways forward. Casuarina, NT: Menzies School of Health Research.Google Scholar
  35. Wang, Q. (2004). The emergence of cultural self-constructs: Autobiographical memory and self-description in European American and Chinese children. Developmental Psychology, 40(1), 3.CrossRefPubMedGoogle Scholar
  36. Woods, B. (2001). Psychology in practice: Sport. London: Hodder & Stoughton.Google Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.School of Education, Fraser Coast CampusUniversity of the Sunshine CoastHervey BayAustralia

Personalised recommendations