ABSTRACT
This chapter discusses key tenets of realist critical race theory (CRT), an approach to legal scholarship originating in the United States that has remained sorely underutilised in Australian education scholarship. Few scholars working in Australia have explicitly adopted a racial realist CRT approach. However, the notion that racism is a 'normal, not aberrant' feature of society exists in various schools of Australian scholarship, including those addressing sovereignty, whiteness and colonisation. Before education researchers utilise a CRT framework for understanding white supremacy in Australia, it needs to be adapted and contextualised. The author engages principles of racial realism by explicitly recognising limitations his research and teaching can have by highlighting racialised structural, legal and cultural barriers to abolition of white supremacy in schools, government departments, curricula and education policies. He frames resolutions as partial responses to systemic oppression and reiterates that piecemeal solutions cannot be relied upon to bring about the structural, cultural, leg.
