A Brief History of the

Supremacy of Brunettes
We learnt that the greatest population
of blondes reside in northern Europe.
There is a direct correlation between
IQ score and hair colour.
Blondes cannot be trusted and
undermine the stability of a utopian
brunette society.
ast esson!.
The greatest minds in the history
of the uni"erse are all brunettes.
#act.
Albert Einstein
eonardo $a %inci
&allileo
Socrates
Great Thinkers
The greatest leaders of all
time are all brunettes.
Winston 'hurchill
&handi
(artin uther )ing
*elson (andela
+esus
Abraham incoln
*apoleon Bonaparte
Queen %ictoria
Leaders
The worlds greatest
Businessmen are all
brunettes
Ste"e +obs
Bill &ates
)erry ,ac-er
&ina .einhart
Businessmen
/ur greatest athletes
in the history of the
world are all
brunette0s.
(ichael ,helps
1sain Bolt
(ichael +ordan
Sachin Tendul-ar
)athy #reeman
Serena Williams
%enus Williams
(ichael Schumacher
Ayrton Senna
,ele
Tiger Woods
Athletes
'urrent World eaders
are all brunettes.
Barac- /bama 21nited
States of America3
%ladimir ,utin 2.ussia3
'ameron Brown
21nited )ingdom3
(a 4ing5+eou 2'hina3
Angela (er-el
2&ermany3
Current World
Leaders
Blondes are inferior
to brunettes and can
ne"er match
brunettes athletically
or intellectually on
any le"el.
,aris Hilton
Britney Spears
Hul- Hogan
,rincess ,each
&olden retrie"ers
+essica Simpson
Barbie
http677www.youtube.com7watch8"9l:
;i*<=>$ww
Blondes
Test Time
.esults
This e<ercise has been designed to highlight the
ways in which people of a minority group can
and ha"e been discriminated against in the
classroom.
We do not ha"e anything against blonde or
white5haired people? but for the sa-e of this
e<ercise? ha"e chosen to ma-e our point by
discriminating against them.
We would like to acknowledge this land that we
meet on today is the traditional lands for Kaurna
people and that we respect their spiritual
relationship with the country.

We also acknowledge the Kaurna people as the
custodians of the Adelaide region and that their
cultural and heritage beliefs are still as
important to the living Kaurna people today.
Ale< &aedt? +a-e 'ampbell? ,hil .awlings? (ichael
#erris
.acism and $iscrimination
in Australian Education
How has racism been
o"ertly demonstrated8
How has racism been made
@hidden08

How did it feel to be in the minority8

As a member of the ma:ority group? how did it ma-e

you feel to be fa"oured more than the others8

How would it feel to wa-e up e"ery morning into

that circumstance? with no real way to get out8

What responsibility then does the ma:ority ha"e to

remo"e pre:udicial ideas of people groups to
promote eAuality in our society8
Hair5itage debrief
1nintentional .acism in the 'lassroom

1neAual treatment

1nconscious labeling

'ondescension

ow e<pectations

#ailure to recogniBe s-ills

(alin? ( CDDE? @The "isibility and in"isibility of Aboriginal students in an urban
classroom0? Australian Journal of Education, vol. 3, no. 3, pp. 3!"#"$.
FIf the praise one recei"es is e<pressed
with surprise? if the pri"ileges ha"e
conditions attached to them? if ones
assertions are always double5chec-ed by the
person one admires and respects? then one is
recei"ing the image of a less than adeAuate
person.F
&odfrey? +. ..? ,artington? &. ,.? .icher? ).? G Harslett 2e<t3? (. 2HEEC3.
,erceptions of their teachers by aboriginal students. Issues in Educational
.esearch? CC2C3? C5C;.
A sur"ey of Indigenous students in indicated that
the ma:or factor responsible for good learning
outcomes is the Teacher. 1nderstanding cultural
diIerences? challenging accepted beliefs? ha"ing high
e<pectations? and gi"ing eAual amounts of resources
all contribute to high learning outcomes.
To many Aboriginal children transmission of -nowledge is
"iewed as part of a human relationship and without
teacher7pupil rapport? learning will not ta-e place.
'ollins? CDD;. pCH.
.acism *o WayJ deKnition6
LIt occurs when organisations? institutions or
go"ernments discriminate? either deliberately
or indirectly? against certain groups of people
to limit their rights.F
Institutional .acism

.educed le"els of self5conKdence? feelings of

insecurity or failure

#eelings that their culture and identity are not

"alued

(ay lead to re:ection of own culture? language

and "alues and a subseAuent loss of identity

(ay withdraw from school and school

acti"ities M freAuently unable to concentrate in
class

(ore li-ely to drop out earlier? lower year CH

completion rates
EIect of institutionalised racism in
schools
*garrit:an5)essaris? CDDN6
LSchool processes and attitudes of teachers and
students that pur"ey middle class western
"alues as OrightO in all conte<ts? are e<plicitly
and implicitly disparaging of Aboriginal people.
The school curriculum pro"ided a hidden
curriculum in terms of my Aboriginal identity!F
Aboriginal ,erspecti"es
L!(uch of the norms and "alues portrayed in
what I read and heard from OWhiteO teachers
bore little relation to what I e<perienced at
home...in learning to read and write I learnt of
the disrespect with which Aborigines were
held by OWhiteO society. Schooling constantly
forced upon me a choice between education
and my identity as an Aboriginal!.F
L!*ot once during my twel"e years of formal
schooling did any of my teachers or anyone
else in the school system aPrm my
Aboriginality. Instead I grew up feeling
ashamed of my Aboriginal heritage and I felt
pressured to stress that I was only part
Aboriginal.F
(ar- Williams? CDDD6
LHow does a child reach their full potential and
e<ercise their rights as citiBens of this country
when they are gi"en messages e"ery day that
they are worthless human beings8 What if it
was your son or daughter8 What would you
do8F
What sort of articles ha"e you seen in the
newspapers about Aboriginal peoples8
The (edia0s .ole in ,romoting
.acism
@The e<pectation among Aborigines is that
they do not ha"e to wor-? and the welfare
model that was supposed to be temporary
became permanent when Aborigines were
e<empted from the obligation to see-
wor-.0
+ohns? HEE>
The Australian
#irst edition6 #ebruary HQ? HEEH
'ompletely run by Aboriginal ,eople
@/ne of our primary goals is to bridge the
-nowledge gap for mainstream Australians
of the aspirations of Indigenous
Australians0 Indigenous Times? continuing
What do you thin- the current issue number is8
*ational Indigenous Times
HQQ
&illard &o"ernment re5implementing
(ulticulturalism ,ortfolio
Who is the ,arliamentary secretary for
multiculturalism8
Anti5.acism 'ampaign
eft school in year CC
,arliamentary Secretary for Immigration
and 'itiBenship
Also (inister of Sport
)ate undy
aunched in HEEE? the pro:ect see-s to aid
school communities and education systems to
recognise and address racism in the learning
en"ironment.
The program is managed by the *SW
$epartment of Education on behalf of all
education departments across the nation.
.acism *o WayJ campaign
The @What Wor-s0 campaign describes
perspecti"es and ways of remo"ing racism in
the classroom and community.
Some methods reAuire an inward change? while
others reAuire more than :ust a classroom
approach.
How are educators remo"ing
racism8
L4ou will Knd that they are diIerent M diIerent
in their "alues? their beliefs? their language?
their way of life are all diIerent from your
own. 'ome prepared to learn about them and
from them and? abo"e all? accept them as
legitimate.
LAs far as Aboriginal -ids are concerned?
they0"e got to -now that being Aboriginal is
wonderful. They ha"e got a rich? wonderful?
di"erse ci"ilisation and culture? might be the
oldest on the planet M and it0s great to be a
blac-fella. Whitefellas ha"e got to learn that
about Aboriginality too.F
LIt is always? I thin-? at the single teacher le"el
where change starts and? e"entually? produces a
real result.F
What should new teachers do?

%isit the parents and the community

Be open to learning about the culture

See- ad"ice from community members

Be aware of names and words that may oIend

&et to -now community members

1se community members in the classroom

Teach English well so students can get :obs in the

future
Scenarios

*SW $epartment of Education and Training. %acism &o Way' website. .etrie"ed from
http677www.racismnoway.com.au7.

'ommonwealth of Australia. What Works # (he Work )rogram website. .etrie"ed from
http677www.whatwor-s.edu.au7dbAction.do8cmd9home,age.

Images sourced from &oogle Images

The Indigenous Times. 2HECH3. About us? .etrie"ed from http677www.nit.com.au7about5us.html.

The Australian. 2HEE>3. Jobs only way forward? .etrie"ed from

http677blogs.theaustralian.news.com.au7yoursay7inde<.php7theaustralian7comments7:obsRonlyRwayRfo
rward7Scommentsmore.

$aily Telegraph. 2HECC3. Anti*%acism campaign back on the agenda. .etrie"ed from
www.dailytelegraph.com.au7archi"e7national5old7anti5racism5campaign5bac-5on5the5agenda7story5
eTfreuBr5CHHTEEQHE;EH.

IramBel. 2HEEQ? August HU3. +iss (een ,-A "../ # -outh 0arolina Answers a 1uestion V"ideo KleW.
.etrie"ed from http677www.youtube.com7watch8"9l:;i*<=>$ww

&odfrey? +. ..? ,artington? &. ,.? .icher? ).? G Harslett 2e<t3? (. 2HEEC3. ,erceptions of their teachers by aboriginal students. Issues in Educational .esearch? CC2C3? C5C;.

'ollins? &len. (eeting the *eeds of Aboriginal Students VonlineW. Aboriginal 'hild at School? %ol. HC?
*o. H? April7(ay CDD;6 ;5CT. A"ailability6 X
http677search.informit.com.au7documentSummaryYdn9NTQHT;CN>ND>TTCYres9IEI*$Z ISS*6 E;CE5
N>HH. Vcited HC Aug CHW.

(alin? ( CDDE? @The "isibility and in"isibility of Aboriginal students in an urban classroom0? Australian
Journal of Education, vol. 3, no. 3, pp. 3!"#"$
Bibliography