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ERIC Number: EJ1157457
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1361-3324
Whiteness and National Identity: Teacher Discourses in Australian Primary Schools
Walton, Jessica; Priest, Naomi; Kowal, Emma; White, Fiona; Fox, Brandi; Paradies, Yin
Race, Ethnicity and Education, v21 n1 p132-147 2018
The study examines how white teachers talked to children about national identity and cultural diversity by drawing on qualitative research with eight- to 12-year-old students and their teachers from four Australian primary schools with different racial, ethnic and cultural demographics. Despite a range of explicit and implicit approaches that fostered different levels of critique among students, teachers often communicated Australian national identity as commensurate to white racial and Anglo-Australian cultural identity. We identified three main approaches teachers used to talk about national identity and cultural diversity: cultural essentialism, race elision and a quasi-critical approach. We conclude that the wider education system needs to develop a more formal curriculum structure that guides teachers in developing a better awareness of the power of white normativity, and to critically and explicitly counter discourse and practice that centres whiteness as foundational to dominant conceptualisations of national identity.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A