Racial trauma describes the emotional trauma and associated psychiatric reactions, such as distress and compromised well-being, which arise from perceived incidences of racism. It is an emerging psychological paradigm that is intimately linked to state-based policy measures such as child removal. Racial trauma is also deeply institutionalised in Australia’s education system as a consequence of the focus on dominant (white Standard Australian English speaking) culture, language, literacy and numeracy standards. Despite receiving little recognition in mental health work or the education sector, the effects of such trauma are profound and can account for the high rates of suicide and social dysfunction that we see in remote Indigenous communities as well as the low academic achievement and English language acquisition rates in Aboriginal students. This paper presents a literature review related to publications that scrutinise the relationship between racism in policy and schools and racial trauma, drawing on some research findings by one of the authors. It suggests alternative Indigenous pedagogies that can both mitigate and remove racial trauma from the school environment and lead to successful academic outcomes and well-being for Aboriginal students.

中文翻译：

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童年虐待或创伤：种族观点

种族创伤描述了情绪创伤和相关的精神反应，例如痛苦和损害幸福感，这些都是由感知到的种族主义事件引起的。这是一种新兴的心理范式，与儿童搬迁等基于国家的政策措施密切相关。由于对主流（白人标准澳大利亚英语）文化、语言、识字和算术标准的关注，种族创伤在澳大利亚的教育系统中也被深深地制度化。尽管在心理健康工作或教育部门几乎没有得到认可，但这种创伤的影响是深远的，可以解释我们在偏远土著社区看到的高自杀率和社会功能障碍，以及低学术成就和英语语言习得原住民学生的费率。本文介绍了与出版物相关的文献综述，这些出版物审查了政策和学校中的种族主义与种族创伤之间的关系，并借鉴了其中一位作者的一些研究成果。它提出了替代性的土著教学法，既可以减轻和消除学校环境中的种族创伤，又可以为土著学生带来成功的学业成果和福祉。