As beginning teachers, how will you teach for social

justice? Choose one theoretical framework: Critical

Race Theory

Australian teachers have the opportunity and the task to shape the minds of
youth today around key issues that are affecting society such as social
justice. This essay will focus on the theoretical framework of Critical Race
Theory, as I personally believe as a future teacher that it is crucial to have a
sound understanding of how race is ingrained into society and is a part of
the world we live in however ‘white’ Australians struggle to identify covert
racism due to white race privilege (Tannoch-Bland, 1998, p.33). ‘Critical
self-reflection’ along with ‘viewing life from the standpoint of the least
advantaged’ and ‘counter-stories’ will be discussed as methods to create an
equal society. Through these frameworks the Australian Institute for
Teaching and School Leadership standards will be met enabling me to teach
for social justice.

Critical Race Theory

Racial ideas originated in Australia during British Colonization in 1770
where the ‘white’ colonists became the dominant race over Indigenous
people (Schulz, 2016). Racism operates within the boundaries of society and
education, wherever there is racism there is a racial structure in the society
(Bonilla-Silva, 1994, p.3). Those that are victims of damaging racial messages
are the ones who suffer dramatically from Internalised Racism. Institutional
and Structural race discriminates against Indigenous people in society
today, in Hinson’s words “Accumulated over centuries of the effects of a
racialised society” (2011, p.15). By identifying the various types of racism it will
enable me as a future teacher to use CRT to educate students about what is
occurring in society and to be able to utilise frameworks and strategies to
overcome these issues. CRT educates how race is socially constructed and
how it has become normal, my aim as a teacher would be to highlight
strategies to assist students to identify covert racism.

Applying Critical Race Theory to the classroom

Critical Race Theory uses critical self-reflection where individuals in
positions of power re-examine their role and ability to control decision-
making (Schulz, 2016). Through doing this individuals can seek to
understand how their decisions influence themselves just as much as it will
influence others in the community. This links to viewing life and decisions
from the standpoint of the least advantaged. Through placing yourself in the
shoes of others it will enable social justice to be achieved as well as
developing an equal society (Decuir & Dixon, 2004, p.27). By listening to
counter-stories it allows Indigenous people to share their lives and

1
experiences in an educational way. These three concepts are the vital
frameworks I will implement in my classroom to teach students to
understand that racism is a phenomenon that deliberates both the privileged
and disadvantaged (Beresford, 2012, p.93). Through this understanding I will
be in a position to approach CTR from a pedagogical standpoint.

CRT - Critical Self-Reflection

Critical self-reflection is a concept that can be applied to any assignment or
classroom discussion and should be used by myself as a future teacher and
by my students. Through thoroughly analysing and monitoring my personal
beliefs and instructional behaviours I can teach in a more inclusive and
positive way. This is reaffirmed by Gay and Kirkland (2003), who stated, “A
natural place to begin the learning process is by being aware of the obstacles that
can interfere with the process”. A teacher in the classroom setting is in a
position of power, therefore it is my responsibility to constantly re-examine
my pedagogy to ensure I am being inclusive whilst not teaching a
whitewashed curriculum that excludes and marginalises. This links to
AITSL Focus Area 1.4, as through critically analysing my pedagogy and
forming tasks that are culturally inclusive I can successfully teach Aboriginal
and Torres Strait Islander students (AITSL, 2014). Danielweicx (2001)
explains, “Reflection is an act of self-conscious consideration that can lead people
to a deepened understanding of themselves and others, not in the abstract but in
relation to specific social environments and foster a more profound awareness of
how social contexts influence who people are and how they behave”. Students can
utilise critical self-reflection in their assignments or class activities by asking
themselves ‘is my assignment or task including some racial groups, such as
white privilege and is it disadvantaging other groups? (Gay & Kirkland, 2003,
p.182)’ I would trigger discussions such as these prior to setting assignments
to assist in expanding student’s critical knowledge so they are in the position
to stimulate social justice both inside and outside of the classroom.

CRT - Standpoint of the least advantaged

In an attempt to view social justice from the standpoint of the least
advantaged it poses the question of who is in the position of power and
privilege and who is not (Bradley, 2007, p.136). Instead of ‘speaking for’ or
‘acting for’ the least advantaged, this framework requires myself as a future
teacher and my students to stand alongside of, and to speak and act in ways
that collaborate with all cultures. This framework can be implemented into
any subject through class discussions by considering every individuals
perspectives in a situation and how that would affect them personally and
others as to whether I am privileging some students and disadvantaging
others (Duncan-Andrade, 2008, p.23). By both students and teachers
considering perspectives of all people and being able to recognise privilege
it will prevent members of society being disadvantaged which in turn is a
step closer to concrete change to create social justice (McIntosh, 1990, p.31).

2
CRT - Counter-stories
Storytelling is a powerful tool for Indigenous students to express and reflect
on their personal history and experiences. This not only allows students to
share their counter-stories but is an opportunity for other students to learn
and engage. This links to AITSL Focus Area 2.4 where the understanding
and respect for Aboriginal and Torres Strait Islander students can be
achieved as well as promoting reconciliation to all students (AITSL, 2014).
This allows myself and students to recognise if individuals have been a
victim of racialised ideals or of covert racism. Identifying this is exhibiting
the understanding of CRT and is expanding their world view knowledge to
take action in creating social justice. Counter-stories create equality in the
classroom as students and teachers can share what life is like to be the
minority in a hegemonic system of white supremacy. Delgado and Stefancic
state that counter-stories “Help us understand what life is like for others and
invites the reader into a new and unfamiliar world” (2001, p.41). By engaging
students in personal stories or narratives it allows the class to celebrate
diversity, which is a skill that provides the foundation in producing justice
in society.

Teaching for Social Justice

Through utilising CRT in the classroom as a theoretical framework for
creating social justice the AITSL standards can be met sufficiently and
therefore can create an inclusive classroom promoting equity. Integrated
education allows students to positively impact society through integrity,
which shapes the attitudes and promotes reconciliation in society. Through
the education of CRT it enables students to understand socio-political
structures which can be taken further and promote the involvement and
engagement of parents and the wider community in school tasks (Zembylas,
2010, p278). Through this involvement students share their knowledge with
their parents and the wider community resulting in a broader understanding
of social justice. Zemblyas suggests, “Based on the belief that schools can
influence social values, integrated education is viewed as a manifestation of
inclusive education promoting equity and justice for all children regardless of the
community in which they came from” (2010, p.278). This confirms the idea that
social justice can begin in the classroom by identifying racial acts in society
as well as through the knowledge gained by listening to counter-stories, self-
reflection and putting oneself in the standpoint of the least advantaged.

As a future teacher I can teach for social justice using various theoretical
frameworks, however CTR resonates the most to me, as I believe through
the education of this framework much more than social justice can be
achieved. Linking this with the AITSL standards, I am able to teach
Indigenous and non-Indigenous students about the history and culture of
Australia. Through critical self-reflection of my pedagogy and students self-
reflecting as well as positioning ourselves in the standpoint of the least

3
advantaged will enable the class to promote equity and justice. Engaging in
counter-stories reinforces this, allowing the class and the wider community
to celebrate diversity. Through the education of CTR as well as the
involvement of the wider community social justice can be achieved.

References

Australian Institute for Teaching and School Leadership 2014, Australian

professional standards for teachers, Melbourne/Canberra, viewed 25 August
2016, <http://www.aitsl.edu.au/australian-professional- standards-for-
teachers>.

Beresford, Q 2012, ‘Separate and unequal: An outline of Aboriginal

Education 1900-1996’, in Q Beresford, G Partington & G Gower (eds),
Reform and Resistance in Aboriginal Education, UWA Publishing, pp. 85-119.

Bonilla-Silva, E 1994, ‘Rethinking Racism: Towards a structural

interpretation’, University of Michigan, Unites States.

Bradley, D 2007 ‘The sounds of silence: Talking race in music education,

Action, Criticism, and Theory for Music Education’ Journal, 6/4: 132-162.

Danielewicz, J 2001, ‘Teaching selves: Identity, pedagogy and teacher

education’. Albany, NY: SUNY Press.

Delgado, R & Stefancic, J 2001. ‘Critical race theory: An introduction’, New

York: New York University Press.

Duncan-Andrade, J.M.R & Morrell, E 2008, ‘Contemporary Developers of

Critical Pedagogy’ in The Art of Critical Pedagogy: Possibilities for Moving
from Theory to Practice in Urban Schools, Peter Lang, New York, pp. 23-48.

4
Gay, G & Kirkland, K 2001, ‘Developing Cultural Critical Consciousness and
Self-Reflection in Preservice Teacher Education’, Volume 42, Number 3,
College of Education, The Ohio State University.

Hinson, S & Healey, R & Weisenberg, N 2011, ‘Race, power & policy:
Dismantling structural racism, National People’s Action Group Grassroots
Policy Project’, Cambridge, MA.

McIntosh, P 1990, ‘White privilege: unpacking the invisible knapsack’,

Independent School, Winter.

Schulz, S 2016, ‘Critical race theory and whiteness’, lecture slides

distributed in the topics EDUC2420/9400 Teaching Indigenous Australian
Students/Critical Indigenous Pedagogies, Flinders University, Bedford Park.

Tannoch-Bland, J 1998, 'Identifying white race privilege ' in Bringing

Australia together: the structure and experience of racism in Australia,
Foundation for Aboriginal and Islander Research Action, Woollongabba,
Qld.

Zembylas, M 2010, ‘Pedagogic struggles to enhance inclusion and

reconciliation in a divided community, Ethnography and Education’ Journal
Article.