How will I, as an educator, teach for social justice, using the teaching for resistance model?

The Australian education system has a crucial role to play in supporting Indigenous Australian students, and
acknowledging their culture within the school and classroom environment.

In order to teach for social justice, educators need to implement pedagogical approaches in the curriculum that aim at
incorporating Indigenous perspectives to work towards reconciliation and reduce racism and social inequity, all of
which are extremely important in helping to close the gap between Indigenous and non-Indigenous Australian
students in society. Therefore, in this essay I will discuss how teachers can teach and promote social justice for
Indigenous Australian students in the classroom using the teaching for resistance model. Furthermore, I will identify
how this theoretical framework will meet the Australian Institute for Teaching and School Leadership standards
(AITSL), and improve learning outcomes for future Indigenous Australian students

Firstly, social justice is linked to the concept of equality and equal opportunities in society for both individuals and
culture groups. Bell (2007, p 10) refers to social justice as ‘reconstructing society in unity with principles of equity,
inclusion and recognition’. It means removing the injustice formed when differences are categorised and ranked in a
hierarchy that unequally delivers power, social and economic advantages to both individuals and social groups based
on their culture and socioeconomic status, such as the distribution of resources, access to housing, healthcare and
education, and rights in civil, legal and industrial affairs (Department of Social Services, Australian Government, 2014;
Bell, 2007). Social justice, from an educational perspective, means both educating students in a fair and just manner
by providing them with equal access to classes, facilities and learning programs, as well as educating them to
understand domination and their own socialisation within unjust systems to equip them to fight for what they believe is
right once they enter the world (Bell, 2007; Brougham, 1994). As mentioned before, the teaching for resistance model
is one theoretical framework that is capable of achieving these social justice goals in classrooms.

The teaching for resistance model is referred to as a teaching tool that seeks to outline the significance of social
justice issues; raise students’ awareness of the struggle for social justice by connecting to the community (raising
consciousness); aid students to select, plan and take strategic actions to tackle the injustice (making contact); and
lastly, assist students to evaluate their resistance actions by reflecting on the whole resistance process (taking
action) (Rigney, Rigney, & Tur, 2003; Education for Social Justice Research Group, 1994; Brougham,1994 ). These
three phases are not defined as separate entities, but rather as interconnected and reliant on one another to achieve
success in schools and classrooms (Education for Social Justice Research Group, 1994).

Additionally, the teaching for resistance model supports teachers to change social and cultural norms across all
curriculum areas in the context of justice, equity, race, class and racism. McCoy (2012) posits that there are a number
of pedagogical approaches teachers can use to help them teach for social justice through this model. For example, to
help familiarise students with the struggle for social justice, it is suggested that course materials reflecting diversity
can be used, such as Indigenous story books, dreaming stories and Australian maps with Indigenous place names, to
shed light on Indigenous Australians with a focus on understanding their cultures and discovering ways to end
injustice in education (McCoy, 2012; Brougham, 1994). For example, in an English class, I could read the dreamtime
story ‘How the birds got their colours’ to help teach students about how Indigenous people tell stories, and also the
meanings behind the stories. I could also integrate this into other curriculum areas such as Drama, by getting students
to act out the dreamtime story in their own ways, which consequently gets them thinking about Indigenous cultures
and helps them to understand the historical and cultural connections that Indigenous people have with their land.
Moreover, making contact is another important aspect of the resistance model, as it helps to explain the struggle for
justice. Buckskin (2004) and Gunstone (2007) stated that bringing students and community together is one effective
way of fostering and enriching students’ knowledge about Indigenous cultural heritage and land. Welcoming
Indigenous parents, role models, artists and elders into the classroom to share their stories about their memories,
experiences and cultural traditions can be one way to achieve this. Bringing Indigenous speakers in to educate the
whole class on their history and struggle for social justice can be a powerful tool, not only for non-Indigenous students,
but also for Indigenous ones. For example, two Indigenous elders named Tur Ngitji Ngitji and Uncle Lewis explained
that their schooling experiences were full of instances in which they had to endure name-calling, being picked on,
‘getting looks’, and not being acknowledged due to their black ways (O’Brien, 2007; Tur, 2007) Thus, bringing
successful Indigenous role models into the classroom could act as a comforting tool for Indigenous students for future
schooling, and also as an anti-racism tool, as non-Indigenous students will be able socially interact and learn about
Indigenous cultures and receive different points of view, which will in turn lead to different ways of thinking towards
Indigenous people, and ultimately aid them in acknowledging Indigenous students without discriminating against their
cultural identity and acts.

Lastly, taking action is the goal of the resistance model, as it engages students as activists in overcoming the struggle
against injustice. Taking strategic actions to reconcile Australia involves understanding the history of Indigenous
Australians as well as being able to reconcile with oneself (O’Donoghue, 1993). Through understanding the context of
reconciling Australia, it is extremely important that teachers collaborate with Indigenous groups in order to understand
the ways in which some Indigenous students may respond to both the curriculum and school (O’Donoghue, 1993;
Rigney, Rigney, & Tur, 2003;). For example, educators can take action by working with Indigenous educators or by
using a variety of reconciliation-aided resources to develop units of work that provide interconnectedness between a
student’s school, home and community.

Additionally, the Australian Institute for Teaching and School Leadership (AITSL) professional standards for teachers
interconnects with the teaching for resistance model. Focus areas 1.4 and 2.4 detail that it is the teacher’s
responsibility and expectation to able to demonstrate a broad knowledge of understanding and respect for Indigenous
Australian peoples, history, languages, cultural identities and impacts of culture (AITSL, 2014). Thus, by ‘raising
consciousness’, ‘making contact’ and ‘taking action’, I am able to embed Indigenous perspectives into the classroom
curriculum and promote reconciliation between Indigenous and non-Indigenous Australians. The aforementioned
approach will also meet the AITSL (2014) standards, as it delivers benefits to Indigenous students where their cultural
identities are reflected in the curriculum (Deane, 2015). For example, through connection to communities, elders,
parents and cultural activities (e.g. dreaming stories), I am able to promote and reinforce a strong sense of Indigenous
identity, where students will be better engaged and succeed because their education is relevant to their own
experiences. Through these approaches, non-Indigenous students will also be able to develop an understanding of,
and appreciation for, Indigenous culture, as racism and discrimination can be addressed, which in turn contributes to a
positive classroom culture addressing the focus areas.

It is understood from the from the literature mentioned above that social justice education is a process and goal that
allows for full and equal participation of both Indigenous and non-Indigenous students, that is equally shaped to meet
their needs in the classroom (Department of Social Services, Australian Government, 2014; Bell, 2007; Brougham,
1994 ). However, it predominantly centres on Indigenous Australian students in aiming to ‘close the gap’. As Freire
and Shor (1987, p.180) stated, ‘our activities as educators, will not be enough to change the world. In other words, this
means that, as educators teaching for social justice within our classrooms, we need to work with a focus on the
possible, not the impossible. Using the teaching for resistance model in the classroom allows teachers to connect with
social and political action, thus allowing them to build alliances and strong relationships that tackle the social injustice
(Rigney, Rigney, & Tur, 2003). Through the use of the aforementioned pedagogical approaches, I am able to create
an educational and social space for the advancement of Indigenous students, as well as providing me with the ability
to uncover power, language, culture and history in the classroom, which is fundamental in strengthening Indigenous
identity and enabling me to teach for social justice. Furthermore, this approach to education would allow both
Indigenous and non-Indigenous students to see themselves equally within the educational context, allowing them to
feel connected, engaged and respected in the classroom, which in turn will promote a positive and just environment
for all.

In conclusion, it is evident that teaching for social justice is a crucial part of Indigenous Australian students’ education.
As teachers, we play a significant role in ensuring that all Indigenous Australian students feel a sense of belonging in
the Australian curriculum, and that they understand how to take a stand against the injustice that is experienced by
Indigenous Australian people. Using the teaching for resistance model allows teachers to educate students with a
deeper understanding of a more equal and shared history. There are many powerful forms of resistance tools that
teachers can use to enable them and their students to be conscious, active Individuals, who can take action, and
facilitate a shift in helping to ‘close the gap’, such as dreaming stories, connection to community and Indigenous role
models, all of which align with the AITSL standards. We, as teachers, have a huge responsibility in developing the
direction of future generations, and therefore we must act as both teachers and role models if a more socially just
society is to be developed.

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