“They See My Skin Colour First”

African-heritage Australian Students Navigating Racialised Learning Spaces

Abstract

African-heritage students in Australia often encounter racial scrutiny shaped by media and political narratives that link their communities to youth violence. This paper explores the racialized schooling experiences of three students—Abeba, Aken, and Maua—using in-depth qualitative interviews. Their experiences reveal four key challenges: racial slurs, curricular non-(mis)representation, low teacher expectations, and being framed as disruptive or threatening. Despite these barriers, the students draw on personal strengths and supportive relationships to navigate and resist racialized learning environments. The paper highlights implications for education policy and school practice, calling for systemic change to create more inclusive and equitable schools.