| Summary: | Australia’s colonial past and subsequent propagation of the White Australia policy in the Immigration Restriction Act of 1901 has meant that 'Whiteness' remains central to the national imaginary. Consequently, racial-colonial discourses axiomatically regulate scholarly and societal understandings of racial minorities through two unique but analogous debates – one focussed on the schism between Indigenous and non-Indigenous peoples; the other centred around immigration policy and multiculturalism (Curthoys, 2000). In the context of Australian education, there is a slowly developing collection of Critical Race Theory (CRT) scholarship that has addressed and challenged the inequities that pervade the Indigenous student experience (Ford, 2013; Vass, 2014, 2015); however, there has been much less momentum made with other racial minorities. Specifically, the experiences and voices of migrant pre-service and early career teachers from Asian backgrounds like myself, who have become increasingly prevalent in Australian education, remain largely absent from scholarship. In light of this, in this paper I use Asian CRT (AsianCrit) (Museus & Iftikar, 2013) to present an autoethnographic account of a migrant ‘Asian’ Australian high school teacher’s subjectivities, quests for solidarity and attempts at dealing with racial injustice across a range of White Australian classrooms.
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