The shortcomings of the current English secondary school history curriculum have been widely discussed since its inception in 2013. Less widely explored, however, are the narratives underpinning a key classroom resource: textbooks. In this paper, I review nine history textbooks currently in use in schools across the country, drawing on…

Institutionalized oppression experienced by marginalized groups is central to post-secondary education and, if left unchallenged, will remain pervasive within academia (Lincoln, Y. S., & Stanley, C. A. (2021). The faces of institutionalized discrimination and systemic oppression in higher education: Uncovering the lived experience of bias and…

The challenging of normative Whiteness is paramount in dismantling the cycle of inequality that permeates society. The persistent and operant nature of Whiteness within the Academy is enduring and depicts faculty of colour as deficient or incapable. The articulation of racialised experiences has become an instrument of empowerment for faculty of…

Addressing race/racism and colonialism in French as a second language (FSL) education is essential to preparing culturally responsive teachers and meeting the Ministry mandate to teach students equitably and with respect. This article describes whether, and if so, how, candidates are being prepared to disrupt colonial ideologies and practices with…

Three forms of the Situational Attitude Scale (SAS), measuring attitudes toward Aborigines, New Australians and a neutral form, were administered to 314 white Australian university and college students (New Australians are immigrants from non-English speeking European countries). Analysis of the data indicated that white Australian students have a…