102096 Researching Teaching and Learning 1 – Assignment 2

Race relations and intercultural tensions

The experience of racism is subjected to students of diverse backgrounds and cultures

especially immigrants, refugees and Aboriginals. In exploring this, the whites tend to be more
involved in racist acts towards the diverse cultures, resulting in students feeling excluded and
not belonged in educational environments. Since whiteness is viewed as a “norm” (Mansouri
& Jenkins, 2010, p.96) enhances the acts of racism towards the non-white students beyond
the classroom setting. This educational issue leads to the minority groups experiencing
pressures from the dominant groups is “to become like us” (Keeffe, 2007, p.22). Racism
becomes activated from the empowered students where the majority of such experiences
takes place in classrooms, playgrounds and other educational spaces (Mansouri & Jenkins,
2010). This indicates that the emphasis on learning about race, racism and diversity is
limited.

In teaching the subject, English, the consideration of teaching all students topics of race,
diversity and culture can result in constructive and wise learners. Learning such areas in
English class is essential to promoting “equity in education” (Cooper, 2011, p.79), from here,
appreciation towards diverse students would go beyond the classroom. In this context,
sharing and watching personal experiences of many individuals can encourage transformative
actions (Cooper, 2011) not only for students but teachers’ build interconnectedness with all
students. As intercultural tensions are an issue of secondary schools, the subject’s focus on
“cross-cultural interactions” (Cooper, 2011, p.81) boost students’ social learning outcomes
and forms empathy. To encourage professional learning class, English as a compulsory
subject in school can be a tool for promoting self-development and meaningful learning.