James King, 2153917, EDUC2420, Aby Diplock Tues 12pm-2pm

‘Final Essay’:

I acknowledge the Kaurna people – the traditional owners of the

lands and waters on which the city of Adelaide was built.

The ‘Reading Engagement Task’ has helped me successfully construct my final

essay, from the planning of the content, to the way I should clearly and succinctly
outline my arguments and main points. The extensive feedback has allowed me
to realise what is the core and essential points of the essay, in addition to being
able to effectively use references and sources appropriately. I would like to thank
Aby DIplock for her recommendations and offerings of advice not only via the
feedback, but also throughout the semester’s work. I have truly tried to exercise
this in my essay and I hope it translates across that I have taken this feedback
onboard.

The following essay will constitute of the theoretical framework of ‘Critical

Whiteness’. From this selected term, a case will be constructed as to what it is,
furthermore presenting evidence as to its impact within current societal
standards. This will lead to how this can be altered within a classroom and
effectively demonstrated for the betterment of students and equity. Additionally
this essay will outline which of the ‘Australian Institute for Teaching and School
Leadership’ (AITSL) standards that will be addressed and acknowledged. From
these conclusions a summation of how I personally, can demonstrate a socially
just and fair environment, as a future teacher will be described.

‘Critical Whiteness’ can be labeled as a theoretical framework that aids in the

construction of a race and its stereotyping within society and the media
(Acrawsa.org.au, 2016) It can be responsible for how we understand how racism
operates in our current era. Essentially by addressing the theory of ‘Whiteness’ it
prompts those to examine and analyse how everyday life is. Scrutinizing
newspapers, catalogues, television and film. Effectively bringing notice to how
much white people are dominating these platforms and how it is socially
accepted. This could be an example of covert racism, simply by not publishing or

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allowing the opportunity for other races or skin colours to be shown in a public
forum. This is especially odd in our country of Australia given its open multi-
cultural status (Livingsafetogether.gov.au, 2016) This is transferred into the
curriculum of education as classes and topics are shaped and based on white
familiarity. Acknowledging and creating awareness of Indigenous culture should
offer a change for racial norms and inclusion of a multi-dimensional classroom
offered as we evolve as a country. An acceptance of race, skin colour and heritage
should, and will be implemented as no one has a choice of that and therefore race
privilege should cease to exist but unfortunately does.

In order for and equitable classroom environment to be achieved, certain criteria

and teachings would need to be altered and adhered to for the inclusion of race,
and in particular Indigenous and Torres Strait Islander students. Using content
strands of years 3 and 4, there are evident topics in which desired Indigenous
teachings can be implemented. For example, topic code ‘ACAMAM058’ addresses
the inclusion of investigating and devising of people in their community
(Acara.edu.au, 2016) This could be used as a perfect way to either allocate or
prompt Indigenous figures to be included. A further example could be via topic
code ‘ACAMAAM059’, which addresses the use of images and / or stories to be
used as a presentation (Acara.edu.au, 2016) This again would allow the
opportunity for ‘Dreamings’ or other significant items to be shared. This too
could be transferred into topic code ‘ACAMAM060’ that asks of the students to
bring in artworks or other items, with a significant intention of bringing
awareness to the diversity within the classroom and allows for Indigenous
students to be proud of their heritage and exhibit such. Finally as for topic code
‘ACAMAR061’ that addresses Aboriginal and Torres Strait Islander Peoples
directly, this could allow the whole class to bring focus to the origin of Australia
and its traditional custodians being the Kaurna People (Acara.edu.au, 2016)
These aforementioned topic codes introduce the idea and the content itself to the
classroom and aid in diminishing the theoretical framework of ‘Critical
Whiteness’. This would effectively bring awareness to the younger generations
and be inclusive of Indigenous Australians. But as an educator the content and
topics itself would only suffice for half of the application of it. As a future teacher

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I believe it is imperative to breed a classroom that is respectful, inclusive,

equitable and provides a safe environment for expression of thought and opinion
that could be used for healthy discussion. By executing such, this to me would be
how I would present and demonstrate a classroom that offers knowledge and
teachings of Indigenous Australian’s and the country’s origin. This ties into the
‘What Works’ program that effectively offers the method of inclusivity, the 3
fundamental steps being: Building awareness, forming partnerships and lastly
working systematically (Whatworks.edu.au, 2016)

‘Australian Institute for Teaching and School Leadership’ (AITSL) standards are
imperative to the operation, acknowledgment and respect that are shown within
the classroom environment. In relation to Indigenous Australian students I
believe there are 3 main AITSL standards, these being: 1.3 Students with diverse
linguistic, cultural, religious and socioeconomic backgrounds. 1.4 Strategies for
teaching Aboriginal and Torres Strait Islander students. 2.4 Understand and
respect Aboriginal and Torres Strait Islander people to promote reconciliation
between Indigenous and non-Indigenous Australians (Aitsl.edu.au, 2016)
For area 1.3 although not directly addressing Indigenous Australians it does
make mention of cultural backgrounds. At ‘graduate’ level it is expected that
teachers exercise effective pedagogy that is tailored towards these perceived
‘differences’ (Aitsl.edu.au, 2016) For area 1.4, at ‘graduate’ level it is expected of
the teacher to demonstrate a broad knowledge of culture, identity and all aspects
of students from Aboriginal and Torres Strait Islander backgrounds (Aitsl.edu.au,
2016) This is essential in a functioning and inclusive classroom as addressed in
the previous paragraph. Lastly area 2.4, it is expected of the educator in charge
to “Demonstrate broad knowledge of, understanding of and respect for
Aboriginal and Torres Strait Islander histories, cultures and languages
(Aitsl.edu.au, 2016) As previously outlined, my ideal classroom has an
underlying theme of the 3 fundamental steps of the ‘What Works’ program, those
being: Building awareness, forming partnerships and lastly working
systematically (Whatworks.edu.au, 2016) I believe wholeheartedly that these
areas all tie into my personal philosophy and critical pedagogy. If I were to
critique or add an additional aspect to my teaching it would be to further

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research and learn about Indigenous Australians just as I am doing for this topic
‘EDUC2420 Teaching Indigenous Australian Students’. I was previously
uneducated and not consciously aware of the history of our beautiful country
and how oppressed and unacknowledged Indigenous Australian’s are. I would
urge myself and others to become further educated on the matter so that we can
be effective and respectful when in the classroom to aid in awareness and to
dissipate social norms encouraging ‘Critical Whiteness’.

Social Justice is an objective that should be already reached and achieved in a

perfect world. However this is not the case. Only now has there been greater
acceptance of Indigenous Australians, and this is a theme that needs to continue.
In relation to society there is an overbeating dominance of white privilege and
whiteness. In order for a socially just society, Aboriginal or Torres Strait Islander
peoples need to shown in a more positive public forum. This could be
implemented by a mandatory percentage of models being of Indigenous descent
in catalogues or magazines. As for newspapers there could be a specific section
for Indigenous community news, written by Indigenous Australian’s. In
addressing the issue of white dominance in television there has been
improvements with ‘ABC’ and ‘SBS’ incorporating Indigenous Australian
programs and hosts, which is now paving the way for the upcoming generation
to aspire to do similar things. This could be seen as a re-education of society and
allow it to become accustom to this evident social justice. This in addition to
educators teaching this in the classroom for the younger generation can slowly
repair the damage and social norms that have been set. My outlined critical
pedagogy can combat this ever-present issue in society and make for a better
Australia.

In conclusion ‘Critical Whiteness’ is an issue that has been accepted consciously

or sub consciously for numerous generations. By adopting my critical pedagogy
and beliefs of social justice, we, collectively, can address the issue from a mature
standpoint and reshape society as well as re-educate the upcoming generation.
This would lead to the maintenance of a continued accepting and equitable
society that should have been in place for many years now. Unfortunately it has

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been wrongly dictated that ‘Critical Whiteness’ is the way of the world and there
is no issue to begin with. If the trend of more educated teachers on the country’s
history continues, Australia can truly live up to its motto of being ‘the lucky
country’ in the centuries to come.

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Reference List:

Acrawsa.org.au. (2016). ACRAWSA - Home. [online] Available at:

http://www.acrawsa.org.au/ [Accessed 12 Oct. 2016].

Australian Institute for Teaching and School Leadership (2014) Australian

Professional Standards for Teachers. Available at:
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list (Accessed: 4 October 2016).

Buckskin, P. (2012) ‘Engaging Indigenous students: the important relationship

between Aboriginal and Torres Strait Islander students and their teachers’, in
Price, K. (ed.) Aboriginal and Torres Strait Islander education: an introduction for
the teaching profession. Port Melbourne, Vic: Cambridge University Press, pp.
164–180.

Commonwealth of Australia (2002) What works, The Work Program, Improving

Outcomes for Indigenous Students, Australian Curriculum Studies Association
and national Curriculum services, Canberra. Available at
http://www.whatworks.edu.au/dbAction.do?cmd=homePage (Accessed: 5
October 2016)
Government of South Australia – Department for Education and Child
Development (2014) Reconciliation Action Plan. Adelaide, SA: Australia

Livingsafetogether.gov.au. (2016). Multicultural Australia. [online] Available at:

https://www.livingsafetogether.gov.au/informationadvice/Pages/Multicultural-
Australia.aspx [Accessed 12 Oct. 2016].

Rosas Blanch, F., & Ulalka Tur, S. (2016) ‘Citizenship, Identity & Schooling’,
lecture slides distributed in the topic EDUC2420 Teaching Indigenous Australian
Students, Flinders University, Bedford Park, 15 August.

Whatworks.edu.au. (2016). What Works - The Work Program - Improving

Outcomes for Indigenous students. [online] Available at:

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http://www.whatworks.edu.au/dbAction.do?cmd=homePage [Accessed 13 Oct.

2016].

Wilson, V. (2016) ‘Aboriginal Education Policy Overview’, lecture slides

distributed in the topic EDUC2420 Teaching Indigenous Australian Students,
Flinders University, Bedford Park, 12 September.