Reducing Racism in Education: Embedding Indigenous Perspectives in Curriculum

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  • Author(s): Gabrielle Murray (ORCID Gabrielle Murray (ORCID 0000-0002-5074-5671); Stacey Campton
  • Language:
    English
  • Source:
    Australian Educational Researcher. 2024 51(5):1771-1790.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Racism; Prevention; Universities; Foreign Countries; Educational Practices; Indigenous Knowledge; Indigenous Populations; College Curriculum; Curriculum Evaluation; Curriculum Development; Decolonization; Power Structure; Culturally Relevant Education; Teacher Education
    • Subject Terms:
      Australia
    • Accession Number:
      10.1007/s13384-023-00663-3
    • ISSN:
      0311-6999
      2210-5328
    • Abstract:
      This paper begins with a discussion of a program of work to map and embed Indigenous perspectives at RMIT University, outlines issues relating to the uptake of its guiding principles and actions, and then proposes a rethinking of the work. The authors argue that non-Indigenous educators are often ill equipped to undertake curriculum deconstruction or review. They lack a comprehensive understanding of colonial history, truth telling, racism, and the impact of power dynamics, with its institutional privileging of whiteness. It is often only with this foundational knowledge that staff are positioned to undertake curriculum analysis and ensure that their teaching environments are culturally safe. While this paper is case specific, the original project and the reconsideration of behaviours and actions are relevant to all educational institutions facing similar stumbling blocks when it comes to informing educators in the knowledge and capabilities required to include Indigenous perspectives in curricula and to create safe teaching environments.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1443320