The term “apartheid” first appeared in 1948, when it became law in South Africa. This was a racist policy used to separate whites from non-whites in the country. But very few people knew that apartheid also existed in Australia. Apartheid is an Afrikaans word meaning “separation” or “separation”. According to Korff (2016), the term apartheid is used to describe a state of affairs in which an authoritative group subjugates a minority by inducing racial segregation using political, legal, and economic discrimination. In Australia, this has been done to indigenous people. In 1901, among other laws introduced at the time, one of them was the so-called White Australia Policy, also known as apartheid. The Stolen Generation were children of Aboriginal and Torres Strait Islander descent who were forcibly removed from their families and communities by the federal and state governments as a result of past government policies between 1910 and 1970. Some were adopted by white families and others were placed with white families. institutions where neglect and abuse were common. This was done so that indigenous people would forget their culture and grow up like white people learning Western habits and behaviors. This act of displacement left a legacy of mental trauma and loss that continues to impact Aboriginal and Torres Strait Islander people and their communities. While the aim of these policies was to improve the lives of Aboriginal and Torres Strait Islander people, they failed to achieve this goal because white society refused to accept them as equals and often looked down upon them. Say no to plagiarism. Get a tailor-made essay on "Why violent video games should not be banned"? Get an original essay In the article "Silent Apartheid as a Practitioner's Blind Spot", Mark Rose clearly demonstrates the impact of acts and horrible legislation on the stolen generation. through his father's experiences. Mark begins the article by discussing the experiences of his father, Geoffrey Rose, as a victim of the Stolen Generation. Geoffrey was taken from his family when he was forcibly taken from his aunt's house on Framlingham Mission. With an olive complexion and good academic performance, Geoffrey was a suitable candidate for dismissal under the law. Abducted at the age of six, Geoffrey was stripped of his identity, his family, his community and his culture. The day he was kidnapped was probably the last day he lived like a normal child. He was placed in an institution where he was subjected to physical, psychological and sexual violence. There he was deprived of the love, care and emotional bonds of his family. He was cut off from his culture, lost his identity and found himself without self-awareness. Geoffrey, like other survivors of the Stolen Generation, finds themselves sitting on the fence, without a sense of belonging because they were not accepted by Natives or whites. The Stolen Generation movement had a negative impact on the children who were removed and their families. These impacts are still felt today by Aboriginal and Torres Strait Islander people. But their stories were silenced by the government until a national apology. According to Mark Rose (2012), the forced forgetting of history is a crucial problem that has created a “silent apartheid” within society and the education system. This mindset has seeped through the generations and still prevails today. With the help of the Australian program andIn various state and territory education initiatives, Aboriginal and Torres Strait Islander perspectives have become a mandatory part of the curriculum. deprived of Indigenous history throughout their school years. This lack of knowledge led to the silent apartheid that was presented in schools, causing a vicious cycle of inadequate information passed down from generation to generation. This is an education that suppresses and devalues ​​all aspects of indigenous culture, beliefs and values. This gap in the Australian curriculum hides real knowledge about Australia's First Nations people and replaces it with false and illegitimate stereotypical information. In some cases, this ignorance is replicated in classrooms by completely ignoring Indigenous history. This cycle of ignorance then grew, reinforced and reproduced in the form of a regenerative pandemic. These actions affect not only Aboriginal and Torres Strait Islander people, but also other non-Indigenous Australians who have been denied access to legitimate and truthful information about the lands they live on and their traditional owners. Aboriginal and Torres Strait Islander people have been disrespected by mainstream society because non-Indigenous views of Indigenous people are distorted and misrepresented. They view the natives as drunk, violent, uneducated and unemployable, thus marginalizing them and avoiding them from work. Company. This left indigenous people with low self-esteem and a lack of pride in a centuries-old culture. In the article, Mark Rose highlighted two important aspects of the “silent apartheid” experienced in Australia: its enactment and the abyss in which it lives. . As universities produce many educators and teachers year after year with little or no knowledge of Aboriginal and Torres Strait Islander history, ignorance is passed down from educators to students. The spread is huge, as educators pass this information on to many students throughout their careers, creating another generation of people who have false perceptions and ideas about indigenous people and their culture. This harmful cycle must stop and the problem must be resolved. Teachers must be well equipped and equipped with the necessary knowledge to break this vicious cycle and create a better society for indigenous and non-indigenous people. As Mark Rose (2012) rightly points out, the national psyche is shaped through teachers, whose role should not be underestimated. The second aspect highlighted is the abyss. This abyss, devoid of accurate Indigenous knowledge, is replaced by half-truths and stereotypes that should not be seen in the classroom. This jaded understanding and limited knowledge places Aboriginal and Torres Strait Islander people on the margins, where their choices diminish and opportunities disappear. These misnomers are harmful and harmful to everyone and therefore need to be stopped so that we as teachers do not create another generation of misinformed students. As architects, we can shape the minds of our students and bring about a change in the way they view indigenous people. By informing ourselves with the correct information, we are able to pass this knowledge on to our students and bridge the gap by replacing misconceptions and half-truths with facts. In the article, Mark Rose highlighted a number of issues, but a few stood out to me: “Racism through Cotton,”.