The role of teachers in creating racially inclusive secondary schools

This research investigates the impact of anti-racism programs on teachers' perspectives and practices in secondary schools. Understanding teachers' views on race and racism is crucial, as it significantly influences classroom dynamics and school culture. The study focuses on everyday racism faced by Afro-diasporic students in Australian schools, who frequently encounter racist incidents (Yared, Grové et al. 2020). Given the limited research on racism against Afrodiasporic Blackness in Australian schools, this study aims to enhance teachers' comprehension and engagement with this issue. Teachers often feel unprepared to address school racism (Walton, Priest et al. 2018), lack training in culturally relevant curricula and need critical racial self-awareness. This research seeks to develop frameworks to foster greater racial reflexivity among teachers, deepen their racial understanding, and improve their ability to address racial and discriminatory cultures in classrooms and staff rooms. These measures are essential for promoting Black belonging. Ultimately, the study will explore teachers' perceptions and understanding of Afrodiasporic Blackness, its historical context, contemporary manifestations, and its impact on Black belonging in Australian schools.


Walton, J., N. Priest, E. Kowal, F. White, B. Fox and Y. Paradies (2018). "Whiteness and national identity: Teacher discourses in Australian primary schools." Race ethnicity and education 21(1): 132-147. 

Yared, H., C. Grové and D. Chapman (2020). "How does race play out in schools? A scoping review and thematic analysis of racial issues in Australian schools." Social psychology of education 23(6): 1505-1538.