Critical Race Theory And Whiteness In Education

1691 Words 7 Pages
In the wake of Kevin Rudd’s Apology in 2008, the Australian Indigenous educational landscape has remained in a state of upheaval, with countless initiatives, strategies, and cross-curricular priorities aimed at closing the gap in educational outcomes apparent between Indigenous and non-Indigenous students. One of the major by-products of this tumultuous climate was the resurrection of the theoretical framework introduced by Ladson-Billings (2000), who links the concepts of Critical Race Theory (CRT) and Whiteness to education. She describes CRT as being a critique of the modern-day social order, arguing that the ‘social reality’ of minorities construed by the presiding white majority is both misinformed and inherently racist, which is reflected in the disadvantage Indigenous students experience in the classroom. Whiteness refers to the attitudes, social norms and discourses of those who identify as white, which are placed on …show more content…
By challenging them to reflect on who they are, it provides a critical, professional understanding of the multifarious workings of privilege and disadvantage in Australian classrooms. Whiteness, especially, is a vital component of this because—as Galman, Pica-Smith, and Rosenberger (2010) reveal—the worst mistake a white pre-service teacher can make is assuming that their teaching practices and identity as an educator are fundamentally race-neutral (p. 234). As demonstrated above, schools are positively rife with cultural perspectives and capital of all shapes and sizes, and teachers who are armed with CRT, now able to comprehend where they stand within this environment, will have taken the first step towards cultural competency. An awareness of Whiteness and CRT allows teachers to distinguish empowering practices from discriminating ones, and enables them to implement Indigenous perspectives as part of a refined, socially just pedagogy into their

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