The tragic and preventable injustices suffered by Indigenous Australian woman Ms Dhu deserves urgent international attention.
Earlier this week, the West Australian Coroner found that the death in custody of 22-year old Indigenous woman Ms Dhu was preventable. She was imprisoned for petty fines that White Australians are not jailed for, let alone ultimately die over. The police abuse, which included denying Ms Dhu medical attention as she lay dying and dragging her body “like a dead kangaroo,” was found to be cruel and unprofessional.
Ms Dhu died of respiratory complications due to infection. Ms Dhu was a victim of domestic violence, and like many Indigenous Australians, did not have adequate access to services and support for this trauma and her ongoing health issues.
Barely a week passes without a media report of the suffering or tragic death of a woman at the hands of a partner. Typically, these accounts focus on the individuals involved. While important, in isolation, such a focus can belie the fact intimate partner violence is a wider social problem, obscuring both the factors contributing to it and opportunities to prevent it.
A study being launched today by Australia’s National Research Organisation for Women’s Safety confirms the serious impacts of intimate partner violence. The analysis, undertaken by the Australian Institute of Health and Welfare, provides estimates of the impact of intimate partner violence on women’s health.
Data from the Personal Safety Survey, Australia’s most reliable violence prevalence survey, was used as a key input.
Since the age of 15, one in four women in Australia have experienced at least one incident of violence by a partner. This includes violence perpetrated by a live-in partner as well as boyfriends, girlfriends or dates. This is based on a definition of violence, used by the Personal Safety Survey, which includes physical and sexual assault, as well as face-to-face threats the victim believed were likely and able to be carried out.
Biologist Dr D. N. Lee has been doing an amazing job educating on how enthusiastic narratives of “colonising” Mars are problematic. On her Twitter, Lee notes that the dominant ways of talking about colonisation add to the marginalisation of under-represented minorities in Science, Technology, Engineering and Mathematics (STEM). If we want to make science more inclusive, we need to better understand how the stories we tell about STEM may exclude and damage under-represented groups we are trying to support.
The Australian Government is actively sustaining cultural violence against Indigenous Australians. The Abbott Government is trying to force 150 Aboriginal Australian communities off their lands in Western Australia. This would displace up to 12,000 Aboriginal Australians, effectively making them refugees in their own ancestral lands. This comes after months of ongoing campaigns to address:
The removal of 15,000 Indigenous children: The Grandmothers Against Removals group have been fighting for the return of Aboriginal children who live in so-called “out of home care,” away from their families. This practice goes back to early colonialism, where Indigenous children were removed from their communities and forced to give up their culture.
The denial of basic services to remote Indigenous communities: as shown in the Utopia Homelands in the Northern Territory, an Indigenous community that lived without clean water for two months in late 2014.
WARNING: Aboriginal and Torres Strait Islander readers are warned that the content on this page may contain images and references to deceased persons. (Why this warning?)
The Council of Australian Governments has conducted a national review of Indigenous socio-economic outcomes. Its recent report finds that while some measures are improving, there is still a large gap between Indigenous and non-Indigenous Australians. This post provides a snapshot of the findings with a focus on education and responses by the state. One of the solutions being offered to improve educational outcomes amongst Indigenous youth is to send them to boarding schools. I discuss this in relation to Australia’s colonial history and the Government’s paternalistic views on Indigenous welfare.
I review other approaches to Indigenous education, which focus on working to students’ strengths in order to improve outcomes. This means making curriculum more focused on applied skills, vocational training within remote communities, and ensuring knowledge is culturally relevant. At the same time, educational efforts must avoid “pigeon holing” Indigenous students and teachers. Instead, education needs to make leadership and career pathways more accessible, and ensure that Indigenous insights are being fed back into the education system.
Finally, my post explores how sociological teaching and activism needs to change in reflection of the history of Indigenous educational practices.
Florence + the Machine’s (F+TM) new video, No Light, No Light (below), has stirred up quite a lot of controversy even though it was only released a couple of days a go. In the video’s narrative, Florence Welch is distressed as she is pursued by a man painted in black, who is half-naked (wearing only ripped up shorts) and who looks to be practising ‘voodoo magic’. Her assailant is wearing an ‘African-looking’ mask and sticking pins in dolls. He causes Welch to squirm in agony and to run for shelter. Welch is ‘saved’ by a choir of White children (whose faces are not painted) in what looks like a Christian church. In this post, I consider the video’s narrative with respect to the history of ‘blackface’, racist depictions of ‘otherness’ and African religions, and the notion of ‘unintentional racism’ in popular culture. I am specifically interested in the public discussions about the video, which are currently centred on what constitutes racism.