Critical Race Theory And Whiteness In Education
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