Whiteness and National Identity: Teacher Discourses in Australian Primary Schools

Autor/inn/en	Walton, Jessica; Priest, Naomi; Kowal, Emma; White, Fiona; Fox, Brandi; Paradies, Yin
Titel	Whiteness and National Identity: Teacher Discourses in Australian Primary Schools
Quelle	In: Race, Ethnicity and Education, 21 (2018) 1, S.132-147 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walton, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2016.1195357
Schlagwörter	Foreign Countries; Whites; Teacher Role; Ethnicity; Nationalism; Qualitative Research; Elementary School Teachers; Elementary School Students; Student Diversity; Racial Factors; Racial Bias; Cultural Awareness; Teaching Methods; Social Attitudes; Observation; Interviews; Focus Groups; Coding; Comparative Analysis; Cultural Differences; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Ausland; White; Weißer; Lehrerrolle; Ethnizität; Nationalismus; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Racial discrimination; Rassismus; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Social attidude; Soziale Einstellung; Beobachtung; Interviewing; Interviewtechnik; Codierung; Programmierung; Kultureller Unterschied; Schülerverhalten; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01