How Aboriginal Peer Interactions in Upper Primary School Sport Support Aboriginal Identity
Abstract This ethnographic study tested the hypothesis that positive social interactions in sport will contribute positively to the Aboriginal identity of urban, Australian Aboriginal children. Nine male and female children aged 11-12 years were observed and...
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| Format: | Article |
| Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2008-12-01
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| Series: | The Australian Journal of Indigenous Education |
| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/499 |
| _version_ | 1797963712663912448 |
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| author | Cheryl S. Kickett-Tucker |
| author_facet | Cheryl S. Kickett-Tucker |
| author_sort | Cheryl S. Kickett-Tucker |
| collection | DOAJ |
| description | Abstract
This ethnographic study tested the hypothesis that
positive social interactions in sport will contribute
positively to the Aboriginal identity of urban, Australian
Aboriginal children. Nine male and female children aged
11-12 years were observed and interviewed. Significant
responses were extracted and meanings were identified and
grouped into various themes (Colaizzi, 1978). Interactions
between Aboriginal participants were different from
interactions with non-Aboriginal children and each provided
different sources of information toward children's
Aboriginal identity. The hypothesis was supported because
the outcomes of interactions in sport among Aboriginal
children enabled them to positively express their
Aboriginal identity together in a group, speak an
Aboriginal language and interact with each other in ways
that further affirmed their Aboriginal identity. In
comparison, non-Aboriginal peers contributed positively to
Aboriginal student's self-esteem because of the positive
feedback they provided in school sport. Furthermore,
non-Aboriginal students' social interactions with
Aboriginal peers were purposeful for making friends,
acceptance and respect between each other.
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| first_indexed | 2024-04-11T01:32:34Z |
| format | Article |
| id | doaj.art-6e1b4dbbeba14dd58f593120adda91ac |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-04-11T01:32:34Z |
| publishDate | 2008-12-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-6e1b4dbbeba14dd58f593120adda91ac2023-01-03T09:23:10ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842008-12-0137110.1017/S1326011100016185How Aboriginal Peer Interactions in Upper Primary School Sport Support Aboriginal IdentityCheryl S. Kickett-Tucker0Telethon Institute for Child Health Research and Koya Indigenous Research GroupAbstract This ethnographic study tested the hypothesis that positive social interactions in sport will contribute positively to the Aboriginal identity of urban, Australian Aboriginal children. Nine male and female children aged 11-12 years were observed and interviewed. Significant responses were extracted and meanings were identified and grouped into various themes (Colaizzi, 1978). Interactions between Aboriginal participants were different from interactions with non-Aboriginal children and each provided different sources of information toward children's Aboriginal identity. The hypothesis was supported because the outcomes of interactions in sport among Aboriginal children enabled them to positively express their Aboriginal identity together in a group, speak an Aboriginal language and interact with each other in ways that further affirmed their Aboriginal identity. In comparison, non-Aboriginal peers contributed positively to Aboriginal student's self-esteem because of the positive feedback they provided in school sport. Furthermore, non-Aboriginal students' social interactions with Aboriginal peers were purposeful for making friends, acceptance and respect between each other. https://ajie.atsis.uq.edu.au/ajie/article/view/499 |
| spellingShingle | Cheryl S. Kickett-Tucker How Aboriginal Peer Interactions in Upper Primary School Sport Support Aboriginal Identity The Australian Journal of Indigenous Education |
| title | How Aboriginal Peer Interactions in Upper Primary School Sport Support Aboriginal Identity |
| title_full | How Aboriginal Peer Interactions in Upper Primary School Sport Support Aboriginal Identity |
| title_fullStr | How Aboriginal Peer Interactions in Upper Primary School Sport Support Aboriginal Identity |
| title_full_unstemmed | How Aboriginal Peer Interactions in Upper Primary School Sport Support Aboriginal Identity |
| title_short | How Aboriginal Peer Interactions in Upper Primary School Sport Support Aboriginal Identity |
| title_sort | how aboriginal peer interactions in upper primary school sport support aboriginal identity |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/499 |
| work_keys_str_mv | AT cherylskicketttucker howaboriginalpeerinteractionsinupperprimaryschoolsportsupportaboriginalidentity |