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Discuss!how!educators!can!teach!for!social!justice.!Consider!at!least!one!of!
the!following!!teaching!for!resistance!model,!Reconciliation!pedagogy!
and/or!whiteness!theory.!!
!
The'Australian'education'system'holds'great'value'for'teaching'social'justice'
and'instilling'such'values'on'students'(Boyd,'Wadham'&'Jewell'2007,'p.'304).'
The'term'social'justice'suggests'that'all'persons,'notwithstanding'of'ethnic'
derivation,'gender,'possessions,'race,'sexuality'and'religion'are'to'be'treated'
equally'and'without'discrimination'(Wenzel'2001,'p.'205).''A'socially'just'society'
is'one'that'has'principles'of'equality'and'harmony.'Teachers'are'in'an'extremely'
unique'position,'in'that'they'are'able'to'build'relationships'with'students'that'
have'an'affect'on'teaching'for'social'justice'(Nilsson'&'Anderson'2001,'p.'258).'If'
a'student'does'not'like'the'teacher'or'their'style'of'teaching,'then'that'student'
may'be'unwilling'to'listen'to'the'teacher'(Nilsson'&'Anderson'2001,'p.'258).'This'
essay'will'discuss'how'educators'can'teach'for'a'social'justice'using'the'teaching'
for'resistance'model,'reconciliation'pedagogy'and'whiteness'theory.'
'
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Teachers'are'unable'to'escape'the'principles'of'education'as'they'

facilitate'the'relationships'between'outside'influences,'awareness'and'students'
in'the'classroom'(Merrett'1994,'p.93).'The'main'aim'for'teaching'was'to'engage'
participates'through'the'struggles'of'teaching'social'justice'in'the'education'
system'(Merrett'1994,'p.'95).'The'Gramscian'approach'can'be'used'in'the'
teaching'for'resistance'model'in'order'to'overcome'or'combat'injustice!
(ODonoghue'et'al.'1993).'When'attempting'to'educate'for'social'justice,'a'great'
emphasis'must'be'placed'on'schools'to'contribute'to'social'and'political'change'
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by'being'active'and'developing'skills'in'critical'thinking'and'being'organised'
(Wenzel'2001,'p.'207).''
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In'order'for'the'teaching'for'resistance'model'to'succeed'educators'must'

connect'with'social'and'political'actions,'thus'allowing'to'build'alliances'and'
strong'relationships'that'tackle'social'injustice'(Winslett'&'Phillips'2005,'p.'731).'
Furthermore,'the'teaching'for'resistance'model'has'the'ability'to'uncover'power,'
language,'culture'and'history'into'education.'The'teaching'for'resistance'model'is'
made'up'of'three'basic'aspects:'raising'consciousness,'reconciling'self'and'taking'
strategic'actions'to'reconcile'Australia'(ODonoghue'et'al.'1993).'Raising'
consciousness'aims'to'further'deepen'the'understanding'of'the'role'that'
education'can'have'about'the'foundations'of'Indigenous'Australians'through'
social'justice.''
'
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The'main'aim'of'reconciling'self'is'for'students'to'understand'the'variety'

of'community'groups,'which'are'actively'involved'in'resisting'injustice'
(ODonoghue'et'al.'1993).'Through'reconciling'history,'comes'a'greater'
knowledge'of'Australias'Indigenous'history'and'the'ability'to'understand'the'
educational'requirements'for'Indigenous'students'(ODonoghue'et'al.'1993).''
Reconciling'with'oneself'may'take'place'in'several'ways,'which'include:'

Between'the'students'and'Indigenous'assessment'

Between'the'students'and'non\Indigenous'assessment''

The'university'and'communities'

Lastly,'taking'strategic'actions'to'reconcile'Australia'involves'understanding'the'
history'of'Indigenous'Australians'as'well'as'being'able'to'reconcile'with'oneself'

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(ODonoghue'et'al.'1993).'Through'understanding'the'context'of'reconciling'
Australia'it'is'extremely'important'that'educators'collaborate'with'Indigenous'
groups'in'order'to'understand'the'ways'in'which'some'Indigenous'students'may'
respond'to'the'curriculum'or'even'schools'(ODonoghue'et'al.'1993).!
'
Reconciliation'is'about'resolving'differences'and'building'unity'and'respect'
between'Indigenous'Australians'and'non\Indigenous'Australians.'Through'using'
reconciliation'pedagogy,'educators'can'aim'for'a'more'equal'and'shared'history'
within'Australia'(MacGill'&'Wyeld'2009,'p.'555).'The'aim'of'reconciliation'
pedagogy'is'to'address'the'disparities'that'accompany'Australian'history'
(Hattam'&'Atkinson'2006,'p.'684).''MacGill'&'Wyeld'(2009,'p.'559)'state'that'if'
reconciliation'pedagogies'were'introduced'in'early'primary'year'levels,'students'
may'understand'and'grasp'the'concept'that'colonists'invaded'Australia,'which'
was'not'peaceful,'thus'invoking'a'compassionate'response.'Thus,'reconciliation'
pedagogy'may'prompt'students'to'gain'a'deeper'understanding'of'history.'
Furthermore,'this'process'allows'students'to'implicitly'move'away'from'the'
stereotypes'and'develop'a'view,'which'is'inclusive'of'a'shared'history'(Hattam'&'
Atkinson'2006,'p.'685).'''
'
Since'the'year'2000,'reconciliation'implemented'in'the'national'curriculum'
has'been'unsuccessful'(MacGill'&'Wyeld'2009,'p.'558).'It'has'been'suggested'that'
teachers'are'unable'or'reluctant'to'accept'the'main'aims'of'reconciliation'
pedagogy'and'therefore'a'more'rounded'reconciliation'approach'needs'to'be'
added'to'the'national'curriculum'(MacGill'&'Wyeld'2009,'p.'558).'The'Australian'
education'system'needs'to'make'students'aware'of'Australias'history'and'the'

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treatment'of'Indigenous'people'and'many'do'not'even'know'an'Indigenous'
person.'This'lack'of'awareness'of'the'history'of'Australia'and'Indigenous'
communities'only'allows'for'mostly'negative'or'at'times'positive'stereotypes'
(Hattem'&'Atkinson'2006,'p.'686).''As'previously'stated,'reconciliation'pedagogy'
aims'to'address'the'disparities'that'accompany'Indigenous'people'and'
Australian'history.'In'order'for'these'views'to'change,'the'curriculum'should'
implement'a'topic'on'Australian'history,'which'discusses'the'history'of'both'
Indigenous'and'non\Indigenous'people'(MacGill'&'Wyeld'2009,'p.'558).'
'
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There'are'many'strategies'that'can'be'implemented'using'the'

reconciliation'pedagogy.'These'include'adding'Indigenous'viewpoints'to'existing'
courses,'modifying'curriculum'to'match'or'suit'the'needs'and'learning'styles'of'
Indigenous'students,'introducing'intervention'programs'to'help'cultural'
experiences'and'capital'which'are'often'missing'in'the'homes'of'many'
Indigenous'families'and'lastly'teaching'Indigenous'Studies'as'part'of'a'multi\
cultural'educational'system'(Rigney,'Rigney'&'Ulalka'Tur'2003,'p.'146).'Teaching'
for'reconciliation'gives'educators'an'understanding'of'the'inequalities,'which'are'
present'in'society'and'allows'them'to'gain'knowledge'about'how'powerless'
Indigenous'people'feel''(Rigney,'Rigney'&'Ulalka'Tur'2003,'p.'146).'Furthermore,'
the'major'challenge'of'addressing'cultural'diversity'is'that'many'Indigenous'
peoples'have'no'choice'but'to'be'in'educational'discourse''(Rigney,'Rigney'&'
Ulalka'Tur'2003,'p.'146).''Educators'have'the'unique'opportunity'to'create'an'
educational'and'social'space'for'the'advancement'of'Indigenous'people'which'is'
fundamental'in'strengthening'Indigenous'identity''(Rigney,'Rigney'&'Ulalka'Tur'
2003,'p.'146).'

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Whiteness'theory'treats'whiteness'not'as'a'biological'characteristic'but'as'
a'social'construction.'Whiteness'is'more'so'than'not,'seen'as'race'privilege'
where'non\Indigenous'peoples'values,'beliefs'and'behaviours'are'normalised'
through'the'knowledge'of'law'and'education'(MacGill'2010,'p.'150).''
'
Stovall'(2006,'p.'244)'suggests'that'whiteness'can'be'seen'to'have'greater'
access'to'material'and'symbolic'privilege.'White'privilege'is'a'continual'cycle'in'
that'it'is'intergenerational.'Material'privileges'may'include'better'access'to'
education'than'different'races,'better'employment'opportunities'and'choosing'
which'suburb'to'live'in'(Stovall'2006,'p.'245).'Furthermore,'a'major'goal'of'
critical'whiteness'pedagogy'must'be'to'aim'to'build'knowledge'of'whiteness'
through'informal'practices'rather'than'specialised/radicalised'subjects'(Stovall'
2006,'p.'245).'By'changing'the'focus'from'non\Indigenous'people,'studying'the'
informalities'of'whiteness,'allows'for'a'shift'away'from'discourse,'culture'and'
structure'(Stovall'2006,'p.'245).'By'changing'the'focus'of'what'educators'teach,'it'
may'help'students'to'understand'that'whiteness'is'simply'not'just'about'people,'
but'about'how'things'occurred'(Stovall'2006,'p.'246).'
'
Whiteness'is'an'identity'vacuum,'educators'in'schools'need'to'be'willing'
to'help'students'form'a'positive'and'open\minded'identity'(Kincheloe'&'
Steinberg'1998).'It'is'extremely'important'that'when'guiding'students'to'form'a'
positive'mindset'that'they'are'offered'multiple'roles'models'who'oppose'racism'
(Kincheloe'&'Steinberg'1998).'In'order'to'overcome'whiteness,'educators'may'
implement'a'range'of'strategies'into'the'classroom.'The'first'strategy'is'by'
focusing'on'whiteness'as'a'set'of'social'interactions'instead'of'an'individuals'

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actions'(Kincheloe'&'Steinberg'1998).'The'second'strategy'is'to'study'moments'
of'racialization,'by'exposing'the'invisibility'of'social'power'and'privilege,'
students'may'become'aware'of'whiteness'as'an'ideological'construction'
(Kincheloe'&'Steinberg'1998).'Students'can'also'learn'how'whiteness'shifts'to'
include'or'exclude'groups'based'upon'social,'economic'or'political'forces'
(Kincheloe'&'Steinberg'1998).'Furthermore,'in'the'classroom'educators'can'use'
the'history'of'Australia'as'a'powerful'lesson'in'how'racial'formation'functions'
(Kincheloe'&'Steinberg'1998).'
'
The'third'strategy'teaches'students'how'to'find'themselves'through'Linda'
Martin'Alcoffs'belief'of'double'consciousness'(Kincheloe'&'Steinberg'1998).''
Double'consciousness'requires'the'acknowledgement'of'events'in'history'that'
have'occurred'and'the'structures'of'inequality'by'asking'questions'of'oneself,'
such'as'What'can'I'do?.'Furthermore,'double'consciousness'can'only'be'
achieved'if'students'have'multiple'roles'models'who'oppose'racism'(Kincheloe'&'
Steinberg'1998).'Furthermore,'educators'can'collect'stories'of'role'models'who'
oppose'racism'who'have'had'a'major'influence'of'their'community.'Encouraging'
students'to'support'each'other'through'the'transition'of'understanding'the'
theory'and'their'emotions'whilst'looking'at'a'range'of'role'models.'
'
Lastly,'educators'should'use'one'of'the'most'valuable'tools'available,'our'
own'background'and'struggles'(Kincheloe'&'Steinberg'1998).'As'educators'the'
main'aim'of'teaching'is'to'create'a'more'just'society'and'if'students'are'asked'
reflect'on'their'own'racial'identities'then'teachers'should'also'be'honest'about'
themselves.'Critical'whiteness'pedagogy'allows'for'educators'to'be'upfront'

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about'their'aims'and'objectives.'Furthermore,'critical'pedagogy'provides'a'
discourse'for'thinking'about'how'pedagogy'may'advance'social'justice'in'
education.'
''
Social'justice'has'been'defined'as'all'persons,'notwithstanding'of'ethnic'
derivation,'gender,'possessions,'race,'sexuality'and'religion'are'to'be'treated'
equally'and'without'discrimination.'Educators'are'in'a'tremendously'unique'
position'as'they'able'to'build'relationships'with'students,'which'has'a'significant'
effect'on'teaching'for'social'justice.'Furthermore,'teachers'are'unable'to'escape'
the'basic'principles'of'education'as'they'facilitate'relationships.'Teachers'must'
have'a'clear\cut'vision'for'the'future,'which'will'not'only'help'students'learn,'but'
teach'them'the'values'of'social'justice.''Nonetheless,'by'using'the'teaching'for'
resistance'model,'educators'must'connect'with'social'and'political'actions,'
allowing'them'to'build'alliances'and'strong'relationships'that'tackle'social'
injustice.'This'can'only'be'achieved'if'schools'contribute'to'social'and'political'
change'by'being'actively'involved'allowing'them'to'develop'skills'in'critical'
thinking.'Additionally,'reconciliation'should'be'used'in'order'to'resolve'
difference'and'build'a'mutual'respect'and'unity'between'Indigenous'and'non\
Indigenous'Australians.'Using'the'reconciliation'pedagogy,'educators'can'aim'for'
students'to'gain'an'understanding'of'a'more'equal'and'shared'history'in'
Australia.''Furthermore,'educators'need'to'be'aware'of'the'way'in'which'
whiteness'theories'are'taught'and'the'influence'it'may'have'on'social'justice,'
focusing'on'the'things'that'have'occurred'in'history'rather'than'individuals'may'
do'this.'All'in'all,'this'essay'has'shown'how'educators'can'teach'for'social'justice'

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using'three'methods;'teaching'for'resistance'models,'reconciliation'pedagogies'
and'whiteness'theories.''
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References!
Boyd,'R,'Wadham,'B'&'Jewell,'P'2007,'Prospective'teachers'perspectives'on'
teaching'and'social'justice,'International*Education*Journal,*vol.'8,'no.'2,'pp.'304\
317.'
'
Hattam,'R'&'Atkinson,'S'2006,'Reconciliation'as'a'frame'for'rethinking'racism'in'
Australia,'Social*Identities,'vol.'12,'no.'6,'pp.'683\700.'
'
Kincheloe,'J'&'Steinberg,'S'1998,'White*reign:*Deploying*whiteness*in*America,'St.'
Martins'Griffin,'New'York.'
'
MacGill,'B'&'Wyeld,'T'2009,'The'need'for'reconciliation'pedagogy:'educating'for'
a'more'holistic,'shared'Australian'cultural'heritage,'paper'presented'at'13th'
International Conference Information Visualisation, Barcelona, 5-17 July.
MacGill,'B'2010,'The'challenge'of'whiteness,'Alternative*Law*Journal,*vol.'35,'no.'
3,'pp.'149\154.
Merrett,'C'1994,'Social'justice:'What'is'it?'Why'teach'it?,*Journal*of*Geography,'
vol.'103,'pp.'93\101.
Nilsson,'I'&'Anderson,'I'2001,'What'is'social'justice'in'Swedish'education'today?'
The'political'governing'problem,'International*Journal*of*Inclusive*Education,'vol.'
5,'no.'3,'pp.'257\263.'
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ODonoghue,'M,'Moore,'B,'Habel,'N,'Crotty,'R'&'Crotty,'M'1993,'Social*Justice*in*
Todays*World:*Finding*a*Just*Way,'Collins'Dove,'Melbourne.'
'
Rigney,'D,'Rigney,'L,'Ulalka'Tur,'S'2003,'Training'Teachers'for'Reconciliation:'A'
Work'in'Progress,'Australian Curriculum Studies Association Incorporation,

Adelaide, pp. 131-150.

Stovall,'D'2006,'Forging'community'in'race'and'class:'critical'race'theory'and'
the'quest'for'social'justice'in'education,'Race*Ethnicity*and*Education,'vol.'9,'no.'
3,'pp.'243\259.'
'
Wenzel,'M'2001,'What'is'social'about'justice?'Inclusive'identity'and'group'
values'as'the'basis'of'the'justice'motive,'Journal*of*Experimental*Social*
Psychology,'vol.'38,'pp.'205\218.'
'
Winslett,'G'&'Phillips,'J'2005,'ICTs'and'Indigenous'Pedagogy:'Techniques'of'
resistance'in'chatrooms,'paper'presented'at'2005'ASCILITE'Conference,'
Brisbane,'4\7'December.'
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