What’s racial literacy got to do with decolonising the curriculum? Non-Aboriginal teachers and Aboriginal and Torres Strait Islander histories and cultures
The article explores the critical role of racial literacy in the efforts of non-Aboriginal teachers to decolonise the Australian curriculum, particularly in relation to teaching Aboriginal and Torres Strait Islander histories and cultures. The author, a White educational researcher, argues that understanding one’s own racial positioning and the systemic nature of racism is essential for meaningful engagement with decolonial practices in education.
Despite the inclusion of Aboriginal and Torres Strait Islander content as a cross-curriculum priority in the Australian Curriculum, many teachers find it difficult to implement. The study reveals that teachers often feel unprepared, lack resources, and fear causing offence. These challenges are compounded by the fact that the content is not compulsory or assessable, leading to its marginalisation in classroom practice.
Teachers interviewed in the study acknowledged their central role in shaping pedagogy, yet many deferred responsibility due to systemic constraints. However, some demonstrated a deeper commitment to anti-racist teaching, recognising the importance of truth-telling and confronting colonial narratives. This includes teaching about topics such as the Stolen Generations, intergenerational trauma, and the myth of terra nullius.
The article argues that developing racial literacy—the ability to recognise, understand, and challenge racial inequalities—is a necessary foundation for teachers to engage in truth-listening and to centre Indigenous voices in their teaching. This involves critical self-reflection, understanding Whiteness and privilege, and resisting the dominant Eurocentric narratives embedded in the education system.
Ultimately, the author calls for racial literacy to be embedded in both pre-service teacher education and ongoing professional development. This would support teachers in becoming more confident and capable of enacting decolonial practices in their classrooms, contributing to a more inclusive and truthful educational experience for all students.
What’s racial literacy got to do with decolonising the curriculum? Non-Aboriginal teachers and Aboriginal and Torres Strait Islander histories and cultures
The article explores the critical role of racial literacy in the efforts of non-Aboriginal teachers to decolonise the Australian curriculum, particularly in relation to teaching Aboriginal and Torres Strait Islander histories and cultures. The author, a White educational researcher, argues that understanding one’s own racial positioning and the systemic nature of racism is essential for meaningful engagement with decolonial practices in education.
Despite the inclusion of Aboriginal and Torres Strait Islander content as a cross-curriculum priority in the Australian Curriculum, many teachers find it difficult to implement. The study reveals that teachers often feel unprepared, lack resources, and fear causing offence. These challenges are compounded by the fact that the content is not compulsory or assessable, leading to its marginalisation in classroom practice.
Teachers interviewed in the study acknowledged their central role in shaping pedagogy, yet many deferred responsibility due to systemic constraints. However, some demonstrated a deeper commitment to anti-racist teaching, recognising the importance of truth-telling and confronting colonial narratives. This includes teaching about topics such as the Stolen Generations, intergenerational trauma, and the myth of terra nullius.
The article argues that developing racial literacy—the ability to recognise, understand, and challenge racial inequalities—is a necessary foundation for teachers to engage in truth-listening and to centre Indigenous voices in their teaching. This involves critical self-reflection, understanding Whiteness and privilege, and resisting the dominant Eurocentric narratives embedded in the education system.
Ultimately, the author calls for racial literacy to be embedded in both pre-service teacher education and ongoing professional development. This would support teachers in becoming more confident and capable of enacting decolonial practices in their classrooms, contributing to a more inclusive and truthful educational experience for all students.
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