Published May 20 2025

“That’s not racist, is it?” Unmasking the casual violence of microaggressions

“That’s not racist, is it?”

It’s a question often asked with a shrug, a laugh, or a raised eyebrow - an attempt to brush past a moment that stings, unsettles, or alienates.

The comment wasn’t “meant that way”, the speaker says. You’re “reading too much into it”. It’s “just a joke”. But these moments, often dismissed as trivial, are not harmless.

Prompted by a recent conversation among scholars of colour, this article reflects on racial microaggressions—those everyday slights and subtle digs that accumulate like sediment, pressing down until something cracks.

The paradox of “micro”

The term microaggression feels misleading. As one speaker said, these are not minor incidents:

“They are a death by a thousand paper cuts.”

Dismissive comments about someone’s name. Surprise at a person’s fluency in English. Confusion over someone’s ethnicity - as though it’s fair game for a guessing game. These acts may not seem “aggressive” in the conventional sense, but their repetition makes them powerful - and corrosive.

It’s not about intent. It’s about impact. These aren’t awkward social moments to be laughed off. They are expressions of deeper structures - what Foucault might call disciplinary mechanisms that police who belongs, who is legitimate, and who is perpetually “other”.

When belonging is conditional

For racialised people navigating professional and academic spaces, belonging is often conditional. A panellist recalled the moment a classmate asked:

“What were you thinking when you enrolled in this course?” That question, casual, pointed, carried a freight of assumptions. It cast doubt on his competence, his presence, his right to be there.

Over time, these moments wore him down. He stopped asking questions in class. He felt shame. Eventually, he dropped out. “I still regret not completing it,” he said. “I invested $40,000, and I walked away.”

This isn’t an isolated story. It echoes findings from across higher education: racial microaggressions can erode academic confidence, sense of belonging, and mental health. They don’t just bruise, they displace.

Weathering the invisible

For women of colour, the stakes are even higher. One speaker called it “weathering”, the chronic stress that comes from navigating race, gender, and professional expectations simultaneously. You’re expected to represent, to adapt, to soften your voice, smooth your edges, and still produce.

It’s not just the “glass ceiling”. It’s the concrete one, thicker, heavier, harder to name.

Code-switching. Strategic silences. Hypervigilance. These are the tools many use to survive. But they come at a cost. As research has shown, this kind of emotional labour contributes to burnout, anxiety, depression, and even physical illness. It's not just in the head. It's in the body.

The myth of meritocracy

Australia likes to imagine itself as a meritocracy, a fair-go society where hard work pays off. But that myth crumbles under scrutiny. One speaker reflected:

“When someone says, ‘Your English is so good,’ it might be meant as a compliment, but it positions you as a surprise, as someone who doesn’t naturally belong.”

The racialised person becomes the deviation, the anomaly. Their success must be explained, either as extraordinary, or as undeserved. The message is clear: you weren’t expected to be here.

This subtle policing of identity sustains what has been called “white comfort”—a reluctance to confront the structures that centre whiteness as the norm and everyone else as peripheral. When people of colour call it out, the response is often defensiveness or deflection. “That’s not racist, is it?”

From silence to strategy

What makes microaggressions particularly insidious is that they often happen in spaces that claim to be inclusive. Diversity statements are pinned to noticeboards; strategic plans speak of equity. But if racialised people can’t speak honestly about their pain, without being labelled angry, difficult, or sensitive, then these environments are not safe. They are curated.

Real inclusion doesn’t just invite people in. It shares power. It redistributes voice. As one scholar put it: “Inclusion without power is still exclusion.”

So, what do we do?

We begin with self-awareness. We ask: Am I ever the microaggressor? We speak up, even when it’s awkward. We move from performative allyship to actual, embodied practice. And we create what one panellist beautifully called hopescapes, spaces of renewal, where people can breathe, speak, and be heard in their full humanity.

Is it racist?

To answer the question: yes. It is racist when someone’s identity is questioned, when their legitimacy is undermined, or when they are made to carry the emotional burden of educating others while shielding themselves from harm. Even when it's "just a joke". Even when you "didn't mean it".

Racism doesn’t always arrive in slurs or violence. Sometimes it comes disguised in politeness, in low expectations, in backhanded compliments. The task before us is to name it, unmask it, and dismantle the systems that keep it hidden in plain sight.

About the Authors

  • Longinus onyechesi

    PhD Candidate, Faculty of Education, Monash University

  • Alies lintangsari

    Assistant Professor, Universitas Brawijaya, and PhD Candidate, Monash University

    Alies Poetri Lintangsari is a doctoral candidate at Monash University, Australia, and a lecturer at Universitas Brawijaya, Indonesia. Her research focuses on how teacher education programs prepare future educators for inclusive education, with a particular emphasis on the Indonesian context. Alies is also a research associate at the Australia-Indonesia Disability Research and Advocacy Network (AIDRAN). She serves on the organizing committee of the CITED Indonesia Hub, a local initiative under Monash University's Centre for Inclusive Education and Transformative Educational Development (CITED), which aims to strengthen research and collaboration around inclusive education in Indonesia. Her work bridges research, policy, and lived experience to advance inclusive education systems. She is currently serving as the 2025 Student Representative for International Students on Monash’s Inclusion and Equity Committee in the Faculty of Education.

  • Denise chapman

    Senior Lecturer, School of Education, Culture & Society, Monash University

    Denise is a counternarrative storyteller, spoken word poet, and critical autoethnographer who lectures in children’s literature and early literacy at Monash University. She has served as a literacy specialist focused on critical media literacy in Australia, Fiji, Kenya, Singapore, UAE, and the USA. Denise uses oral stories, children’s literature, poetry, and digital quilts as counternarrative windows for social change and liberation.

  • Raqib chowdhury

    Senior Lecturer, Faculty of Education, Monash University

    Raqib is a Senior Lecturer in TESOL, languages education, and sociolinguistics, whose research is grounded in critical theories that interrogate the intersections of language, power, privilege, and marginalisation. His work critically examines the politics of language education, neoliberalism, and postcolonial dynamics. He has published widely, including The Privatisation of Higher Education in Postcolonial Bangladesh: The Politics of Intervention and Control (Routledge, 2021). His contributions to social justice in education have been recognised with the 2010 Monash Vice-Chancellor’s Award for Social Inclusion and the 2023 Dean’s Excellence Award for Equity, Diversity, and Inclusion.

  • Venesser fernandes

    Senior Lecturer and Associate Head of the School of Education, Culture and Society, Monash University

    Venesser lectures in educational leadership studies, Her areas of teaching and research interest include leadership and organisational development studies; school leadership; school accountability and improvement systems, data-improved decision-making processes; evidence-based school improvement systems, change management systems; quality management systems; globalisation and social justice in education; using and evaluating research evidence; and educational policy analysis and development. She's involved in the principal preparation program that runs in partnership with Monash University, Victoria's Department of Education and Training, and Bastow Institute of Educational Leadership.

  • Pearl subban

    Associate Professor, Faculty of Education, Monash University

    Pearl specialises in inclusive education and differentiated instruction. Her research encompasses racial equity, attitudinal studies, and strategies for accommodating diverse learners. Her work aligns with the UN Sustainable Development Goals, particularly in quality education and social justice. Pearl is also active in public discourse, sharing insights on inclusive education and racial equity.

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