Interrogating Whiteness

True diversification requires going beyond merely expanding reading lists or incorporating new materials; it necessitates a critical interrogation of the structures that shape education itself, particularly whiteness and structural inequality.

Understanding Whiteness in Education

Whiteness in education refers to the ways in which white norms, values, and perspectives are privileged and perpetuated within educational institutions. This often goes unnoticed because whiteness operates as an invisible standard against which everything else is measured. From curriculum design to teaching methods, whiteness influences what is considered 'normal', 'valuable', and 'important' in education. This results in the marginalisation of non-white experiences and perspectives, even when diverse content is included.

Critically interrogating whiteness means examining how these norms are embedded in educational practices and questioning their legitimacy. It involves recognising that simply adding diverse voices to a curriculum designed around white norms does not challenge the underlying power structures. Instead, educators must explore how to disrupt these norms and create a learning environment that genuinely values and reflects a multiplicity of perspectives.

Structural Inequality and Its Impact

Structural inequality refers to the systemic and institutionalised disparities that exist within society, which are often reflected and reinforced in education. These inequalities are rooted in historical and ongoing injustices, such as racism, colonialism, and economic inequality. In the context of education, structural inequality manifests in various forms, including the curriculum, access to resources, and the representation of different groups.

Addressing structural inequality in education requires more than content change; it demands a critical examination of how these disparities are produced and maintained within the educational system. For example, which histories are taught and whose knowledge is valued? How do assessment methods privilege certain students over others? And how do school policies and practices perpetuate unequal opportunities?

By critically interrogating these aspects, educators can begin to identify and dismantle the structural barriers that prevent true equity in education. This process is essential for creating a curriculum that not only includes diverse content but also challenges the power dynamics that marginalise certain groups.

Moving Towards Transformative Change

To move beyond content change and towards transformative curriculum diversification, educators must engage in a process of self-reflection and institutional critique. This involves:

1. Acknowledging and Challenging Whiteness: Educators must recognise how whiteness shapes their teaching and the curriculum. This means questioning what is taught, how it is taught, and who benefits from the current system.

2. Interrogating Power Structures: A critical approach to curriculum diversification involves examining the broader power structures that influence education, including racism, classism, and sexism. Educators should consider how these forces impact students' experiences and outcomes.

3. Empowering Marginalised Voices: It is not enough to include diverse content; educators must actively seek out and centre the voices of those who have been historically marginalised. This can involve collaborating with communities, incorporating indigenous knowledge systems, and ensuring that non-white perspectives are not just added but integrated into the fabric of the curriculum.

4. Commitment to Ongoing Learning: Curriculum diversification is not a one-time task but an ongoing process. Educators must remain committed to learning, reflecting, and adapting their practices in response to new understandings of diversity and inclusion.

Conclusion

Diversifying the curriculum is an essential step towards creating a more equitable education system, but it cannot stop at content change. True transformation requires a critical interrogation of the whiteness and structural inequalities that underpin educational practices. By challenging these power structures and centring marginalised voices, educators can create a curriculum that is not only diverse but also just and inclusive. In doing so, we can begin to build an education system that truly reflects and serves all students.