Diasporic relocation and resettlement ideally generate new experiences for diasporic communities and their host societies. At times, host societies (in general) and education (in concomitance) could remain impervious towards the unique cultural practices of diasporic communities, fostering a cultural gap. Such gaps may result in conflicts that impact social engagement, including education, posing cultural and educational challenges for diasporic people. Towards realisation of social justice and whilst balancing diversity, contemporary multi-cultural Australian society and educational institutions may cultivate the enactment of exclusion for students with unique diasporic cultural backgrounds. Hence, the search for equity within Australian education may remain elusive. Considering the responses of two diasporic Sikh parents faced by potential exclusion of their child in a Melbourne suburban school due to wearing a Patka (turban for young Sikh boys), this qualitative study provides a phenomenological exploration of their experiences.
Diaspora, diasporic communities, Sikhs, Turban, education, exclusion, discrimination, multi-culturalism, phenomenology, Interpretive Phenomenological Analysis
The authors owe their sincere gratitude to the research participants for reposing their utmost faith in this research endeavour and to every other associated person or organisation for making this initiative possible.
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This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.DOI
Recommended APA Citation
Singh, K., & Southcott, J. (2019). A Sikh Boy’s Exclusion in Australian School: A Phenomenological Study of Parent’s Response. The Qualitative Report, 24(8), 2028-2047. https://doi.org/10.46743/2160-3715/2019.3867