This article explores the experiences of teacher educators in Australia as they attempt to implement anti-racist pedagogy within teacher education programmes. Drawing on Critical Pedagogy and Culturally Sustaining Pedagogies, the study is based on interviews with 23 teacher educators across various Australian universities. It highlights the challenges, resistance, and emotional labour involved in confronting racism and whiteness in educational contexts.
Context and Rationale
Australia’s multicultural landscape contrasts sharply with its education system, which continues to reflect white, Anglocentric norms. Despite the presence of First Nations Australians and a diverse population, systemic racism persists, and teacher education programmes often fail to prepare preservice teachers for culturally diverse classrooms. The article argues that teacher educators have a moral responsibility to challenge dominant narratives and promote equity.
Key Findings
Three major themes emerged from the data:
Disrupting Silence Around Racism
Teacher educators face significant discomfort and resistance when addressing racism. Many preservice teachers and colleagues are unfamiliar with or unwilling to engage in critical discussions about race, often due to race-evasive attitudes or fear of being labelled racist. The lack of systemic support and the dominance of white narratives in curricula further complicate these efforts.
Inconsistent Institutional Support
Anti-racist pedagogy is not uniformly supported across institutions. Some teacher educators encounter colleagues who dismiss the relevance of social justice or diversity, particularly in regions with monocultural populations. This lack of support can stifle efforts to embed anti-racist content meaningfully into units.
Resilience and Reflexivity
Those who actively pursue anti-racist pedagogy demonstrate deep commitment and resilience. They engage in ongoing self-reflection, acknowledge their own positionality, and challenge preservice teachers to confront biases. However, this work is emotionally taxing and often met with student defensiveness or backlash.
Discussion and Implications
The article calls for a systemic overhaul of teacher education in Australia. It argues that anti-racist pedagogy should not be confined to standalone diversity units but integrated throughout curricula. Teacher educators must be supported through professional development and institutional policies that prioritise equity. Moreover, national standards like the Australian Professional Standards for Teachers (APST) should explicitly include anti-racist competencies.
Conclusion
Anti-racist pedagogy is essential for fostering socially just education. Teacher educators must actively challenge whiteness and racism, not only through curriculum but also through personal and institutional reflection. The article emphasises that silence and race-evasiveness perpetuate inequality, and that meaningful change requires collective commitment from educators, universities, and policymakers.
