Journal article

Whiteness and national identity: teacher discourses in Australian primary schools

Jessica Walton, Naomi Priest, Emma Kowal, Fiona White, Brandi Fox, Yin Paradies

RACE ETHNICITY AND EDUCATION | ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD | Published : 2018

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...

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Grants

Awarded by NHMRC Postdoctoral Research Fellowship


Awarded by ARC Future Fellowship


Funding Acknowledgements

Dr Priest was supported by an NHMRC Postdoctoral Research Fellowship under Grant #628897. This project was funded by a Victorian Health Promotion Foundation Innovation Grant. Professor Paradies was supported by an ARC Future Fellowship under Grant #FT130101148.