Still Waiting (Co-created with Nyadol Nyuon): Refugeity and the New Racism in Australian Schools
This chapter draws on the filmic and more extended dialogue between the author and Nyadol, an activist and first Sudanese law student at the prestigious University of Melbourne. Nyadol’s film and the chapter both explore the damaging effects of racism and anti-refugee bias in resettlement, and the ways in which a dual invisibility and hyper-visibility trail Sudanese young women wherever they go. Nyadol troubles notions of refugeity and belonging, western notions of expert knowledge, and intercultural knowledge transfer. Using an ethnocinematic research framework, and drawing on the principles of critical pedagogy (Giroux. (2004). Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and Critical/Cultural Studies, 1(1), 59–79; Giroux. (2005). Cultural studies in dark times: Public pedagogy and the challenge of Neoliberalism. http://www.henryagiroux.com/online_articles/DarkTimes.htm. Retrieved on 3 Apr 2009) and anti-oppressive education (Kumashiro. (2001). Queer students of color and antiracist, antiheterosexist education: Paradoxes of identity and activism. In K. Kumashiro (Eds.), Troubling intersections of race and sexuality: Queer student of color and anti-oppressive education (pp. 1–25). Oxford: Rowman & Littlefield; Kumashiro. (2004). Against common sense: Teaching and learning toward social justice. New York: Routledge), this chapter asserts the transgressive power of dialogue, where different perspectives help to create – rather than impede – socially just and democratic educative communities.
KeywordsAustralian School Australian Student Refugee Background African Student Refugee Resettlement
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