The formal recognition of Travellers as a distinct ethnic group by the Irish State in 2017 was arguably a significant step towards redressing the pernicious and endemic institutional racism and marginalisation that Travellers have historically experienced in Ireland. It was announced by the Irish Government in October 2018 that a review of the place of Travellers in existing school curricula would be undertaken, with a view to including Traveller history and culture at primary and post-primary levels. While there are benefits associated with curricular recognition, including its capacity to potentially disrupt the reiterative reproduction of institutional racism at a formal curricular level, a significant body of literature highlights the shortcomings associated with additive curricular approaches. These include tokenism and a failure to challenge dominant mainstream-centric perspectives and wider systemic inequities. The potential for curricular interventions to obscure or side-line critical consideration of the role of teachers’ and student teachers’ subjectivities, privileges and biases in perpetuating inequities is another dimension of this critique. This article draws on critical social justice literature, including tools from Critical Whiteness studies, to critically explore anti-Traveller racism and to analyse the tensions inherent in including Traveller culture and history in Irish primary and post-primary curricula.

爱尔兰政府于 2017 年正式承认旅行者是一个独特的族群，可以说是朝着纠正旅行者历史上在爱尔兰经历的有害和地方性制度种族主义和边缘化迈出的重要一步。爱尔兰政府于 2018 年 10 月宣布，将对游民在现有学校课程中的位置进行审查，以期将游民的历史和文化纳入小学和中学后阶段。虽然与课程认可相关的好处，包括它有可能在正式课程层面破坏制度种族主义的反复复制，但大量文献强调了与附加课程方法相关的缺点。这些包括象征主义和未能挑战以主流为中心的主流观点和更广泛的系统性不平等。课程干预可能会掩盖或忽略对教师和学生教师的主观性、特权和偏见在使不平等长期存在的作用的批判性考虑，这是这种批评的另一个方面。本文利用批判性社会正义文献，包括批判性白人研究中的工具，批判性地探索反旅行者种族主义，并分析将旅行者文化和历史纳入爱尔兰小学和中学后课程所固有的紧张关系。课程干预可能会掩盖或忽略对教师和学生教师的主观性、特权和偏见在使不平等长期存在的作用的批判性考虑，这是这种批评的另一个方面。本文利用批判性社会正义文献，包括批判性白人研究中的工具，批判性地探索反旅行者种族主义，并分析将旅行者文化和历史纳入爱尔兰小学和中学后课程所固有的紧张关系。课程干预可能会掩盖或忽略对教师和学生教师的主观性、特权和偏见在使不平等长期存在的作用的批判性考虑，这是这种批评的另一个方面。本文利用批判性社会正义文献，包括批判性白人研究中的工具，批判性地探索反旅行者种族主义，并分析将旅行者文化和历史纳入爱尔兰小学和中学后课程所固有的紧张关系。