The term "apartheid" first originated in 1948 when it became law in South Africa. It was a racist policy used to segregate the nation's whites and non-whites. But very few knew that apartheid also existed in Australia. Apartheid is an Afrikaans word meaning "separation" or "separateness". According to Korff (2016), the term apartheid is used to describe a situation in which an authoritative group subjugates a minority by inducing racial segregation with the help of political, legal and economic discrimination. In Australia this has been done towards the indigenous people. In 1901, along with other laws introduced at the time, there was the so-called White Australian 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 federal and state governments following past government policies between 1910 and 1970. Some were adopted into families Whites and others were placed in institutions where neglect and abuse were common. This was done so that the indigenous people would forget their culture and grow up like white people by learning Western habits and behaviors. This act of removal left a legacy of mental trauma and loss that continues to impact Aboriginal and Torres Strait Islander people and their communities. Although the aim of the policies was to improve the lives of Aboriginal and Torres Strait Islander people, it failed to achieve this as white society refused to accept them as equals and often looked down on them. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay In the article “Silent Apartheid as a Practitioner’s Blind Spot,” Mark Rose articulately demonstrates the impact that horrific acts and legislation had 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 estranged from his family when he was forcibly taken from his aunt's home in Framlingham Mission. With an olive complexion and good academic performance, Geoffrey was a suitable candidate for removal under the law. Kidnapped 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 locked up in an institution where he was subjected to physical, emotional and sexual abuse. 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 was left without self-awareness. Geoffrey, like other survivors of the Stolen Generation, are left sitting on the fence with no sense of belonging because they have not been accepted by Aboriginal people or white people. The Stolen Generation movement has had a negative impact on estranged children and their families. Those ripples are still felt by Aboriginal and Torres Strait Islander people today. But their stories were silenced by the government until a national apology was issued. According to Mark Rose (2012), the forced forgetting of history is a crucial issue that has created a "silent apartheid" within society and the education system. This mentality has spread through generations and is still prevalent today. With the help of the Australian Curriculum and various state education initiatives andterritorial, Aboriginal and Torres Strait Islander perspectives have become a mandatory part of the curriculum.” However, only being in place for about ten years means that teachers and educators have been deprived of Indigenous history during their school years. This lack of knowledge has led to the silent apartheid that has been presented in schools causing a vicious cycle of inadequate information passed down from generation to generation. It is an education that has suppressed and devalued all aspects of Indigenous culture, beliefs and values. This gap in the Australian curriculum hides genuine knowledge about Australia's First Nation 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 was then bestowed, reinforced and duplicated as a regenerative pandemic. These actions not only affect Aboriginal and Torres Strait Islander people, but also other non-Indigenous Australians who have been denied access to legitimate and truthful information about the land they live on and its traditional owners. Aboriginal and Torres Strait Islander people have been looked down upon by mainstream society because non-Indigenous views of Indigenous people are warped and distorted. They view indigenous people as drunk, violent, ignorant and unfit for work, thus marginalizing and shunning them. society. This has 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 promulgation and the abyss in which it lives. . With universities year after year producing many educators and teachers with little or no knowledge of Aboriginal and Torres Strait Islander history, ignorance is passed from educators to students. The spread is enormous as educators pass this information on to many students throughout their careers, thus creating another generation of people who have misperceptions and misconceptions about Indigenous people and their culture. This harmful cycle must be broken and the problem must be addressed. Teachers must be well equipped and equipped with the right knowledge to break this vicious cycle and create a better society for both indigenous and non-indigenous people. As Mark Rose (2012) rightly observes, the national psyche is shaped through the intervention of teachers, whose role should not be underestimated. The second aspect highlighted is the abyss. This chasm, devoid of accurate Indigenous knowledge, is replaced by half-truths and stereotypes that should not be seen in the classroom. This depleted 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 should be stopped so that we teachers do not create another generation of misinformed students. We as architects can shape the minds of our students and bring about a change in how they perceive indigenous people. By educating ourselves with the correct information we are able to pass that knowledge on to our students and close the gap by replacing misconceptions and half-truths with facts. Within the article Mark Rose highlighted a number of issues, but there are a few that stood out to me: “Racism through cotton wool”, “Exoticism”, “Parallelism” and “Abrogation of accountability through workforce”. Racism by cotton wool is a harmful phenomenon that gives the educator an excuse to.