Understanding early school leaving among Afro-Diaspora youth

Studies indicate that Afro-diaspora youth in Australia face alienation in schools and society due to socioeconomic conditions, history of migration, and racism (Baak, 2019, Molla, 2023). Afro-diaspora students in Australian high schools face various challenges including low levels of school attendance, disruptive classroom behaviors, limited engagement in schoolwork, and the risk of leaving early (Molla, 2023). Early school leaving significantly increases the likelihood of these youths’ encounters with the justice system (Shepherd et al., 2022). My research employs an Afrocentric decolonial methodological framework, shaped by “utu” (a Swahili word meaning the same as ubuntu, an African relational philosophical worldview)(M’Baye, 2022) to privilege the voices of Afro-diaspora early school leavers aged 15 to 20 who left high school before completing year 12. The aim is to understand how their schooling experiences shaped their decision to leave early and to propose strategies for schools to create a more supportive learning environment for Afro-diaspora students in Australian schools (Baak, 2019).

References

Baak, M.(2019). Racism and othering for South Sudanese heritage students in Australian schools: Is inclusion possible?

M’Baye, B. (2022). Utu/Ubuntu: Centering the Human and the Humane in Critical Approaches to Africana Studies. Gender and Sexuality in Kenyan Societies

Molla, T.(2023). African Heritage Australian Youth: Forced Displacement, Educational Attainment, and Integration Outcomes.

Shepherd, S., Bailey, A., & Masuka, G. (2022). The experiences and perspectives of African-Australian community service providers who work with at-risk and justice-involved youth.