Still Waiting (Co-created with Nyadol Nyuon): Refugeity and the New Racism in Australian Schools

  • Anne M. HarrisEmail author


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. 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.


Australian School Australian Student Refugee Background African Student Refugee Resettlement 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Allman, P. (1999). Revolutionary social transformation: Democratic hopes, political possibilities and critical education. Westport: Bergin & Garvey.Google Scholar
  2. Allman, P. (2001). Critical education against global capitalism. Westport: Bergin & Garvey.Google Scholar
  3. Ambler, M. (1997). Without racism: Indian students could be both Indian and students. Tribal College Journal, 8(4), 8–11. Retrieved 6 Nov 2008.
  4. Cleary, L. M., & Peacock, T. D. (1998). Collected wisdom: American Indian education. Boston: Allyn & Bacon.Google Scholar
  5. Connell, R. W. (1995). Masculinities. Sydney: Allen & Unwin.Google Scholar
  6. Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Ann Arbor: Polity.Google Scholar
  7. Foundation House (VFST) (2005). The refugee resettlement handbook. Retrieved 9 Oct2008.
  8. Giroux, H. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Granby: Bergin & Garvey.Google Scholar
  9. Gur-Ze’ev, I. (2005). Critical theory, critical pedagogy and diaspora today: Toward a new critical language in education (introduction). In I. Gur-Ze’ev (Ed.), Critical theory and critical pedagogy today: Toward a new critical language in education (pp. 7–23). Haifa: University of Haifa Press.Google Scholar
  10. Harris, A. (2010a). Race and refugeity: Ethnocinema as radical pedagogy. Qualitative Inquiry, 16, 768–777.
  11. Harris, A., & Nyuon, N. (2010). Working it both ways: Intercultural collaboration and the performativity of identity. The Australasian Review of African Studies, 31(1), 62–81. Retrieved 10 Jan 2011.
  12. Harris, A., & Nyuon, N. (2011). Ethnocinema and intercultural dialogue: People get tired. In P. Vannini (Ed.), Popularizing research: Engaging new media, new audiences, new genres, (film and chapter). New York: Peter Lang.Google Scholar
  13. Kramer-Dahl, A. (1996). Reconsidering the notions of voice and experience in critical pedagogy. In C. Luke (Ed.), Feminisms and pedagogies in everyday life (pp. 242–262). New York: SUNY Press.Google Scholar
  14. Kumashiro, K. (2000). Toward a theory of anti-oppressive education. Review of Education Research, 70(1), 25–53.Google Scholar
  15. Lockhart, J. (1999). Re-examining Paulo Freire and his relevance for community intervention: The source of my “surprise”. In D. Scott, & T. Ireland (Eds.).Google Scholar
  16. McLaren, P. (2000). Che Guevara, Paulo Freire, and the pedagogy of revolution. Oxford: Rowman & Littlefield.Google Scholar
  17. O’Sullivan, K. (2006). A three-way partnership? Exploring the experiences of CALD families in schools. Centre for Multicultural Youth Issues, 1–23. Retrieved 9 Nov 2008.
  18. Peacock, T., & Albert, E. (2000). Our children’s songs: American Indian students and the schools. CURA Reporter 30(1), 11–16. Retrieved 3 Sept 2008.Google Scholar
  19. Refugee Council of Australia (2008). Australia’s refugee and humanitarian program: Community views on current challenges and future directions. Retrieved 1 Oct 2008.
  20. Refugees International. (2002). Do not forget the lost girls of Sudan. Refugees International, A Powerful Voice for Lifesaving Action, Retrieved 17 Sep 2008.
  21. Said, E. (1978). Orientalism. New York: Pantheon Books.Google Scholar
  22. Smith, L. T. (2006). Decolonizing methodologies: Research and indigenous peoples. New York: St Martins Press.Google Scholar
  23. St. Denis, V. (2007). Uniting aboriginal education and anti-racist education: Building alliances across cultural and racial identity. Canadian Journal of Education, 30(4), 1068–1092, 1087.CrossRefGoogle Scholar
  24. St. Denis, V., & Hampton, E. (2002). Literature review on racism and the effects on aboriginal education. In Minister’s national working group on education, Indian and Northern Affairs, Canada. Ottawa: Minister’s National Working Group on Education, Indian and Northern Affairs, Canada. Retrieved 6 Nov 2008.

Copyright information

© Springer Netherlands 2012

Authors and Affiliations

  1. 1.Faculty of EducationMonash UniversityMelbourneAustralia

Personalised recommendations