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Name: Keegan Doherty

Student Number: S00153812

Date: 22/03/16

TEACHING ABOUT RACISM IN THE


HUMANITIES.
INTRODUCTION
Racial discrimination as stated within the Australian Governments Racial Discrimination Act 1975 is
considered an unlawful act involving the exclusion or distinction of a person or group of people based on their
race, colour, descent, culture or ethnic origin (Australian Government, (2016)). However Rattansi (2007)
asserts that racism cannot be confined to one short simple definition, but rather is a multidimensional
phenomenon that is embodied within biological differences (eg. skin colour or gender), cultural practices (eg.
religion or religious values) and personal beliefs or behaviours (negligence or stereotyping).

Racism is a present ongoing issue that continues to diversely affect communities on a global scale.
Priest et al (2013) suggest that there is strong evidence to support that increases in globalisation and migration
rates have led to an overall growth in opportunities for racial discrimination and vilification. According to data
recorded from The Australian Bureau of Statistics (ABS, (2015)), overseas migration into Australia increased by
an annual gain of 212,700 people between 2013-4 alone. This not only highlights the growing diversity and
cultural changes over time represented throughout Australia, but also the importance and value of
multicultural education amongst children particularly within the primary schooling environment.

Children spend most of their time within the schooling environment interacting and engaging with
peers, however according to Priest et al (2013) this is one of the most common settings of which students
experience racial discrimination. Frankly, this can and needs to change. Through learning about racial
discrimination and multiculturalism, children can realise the social, cultural and economic potential of diversity
both globally and locally within the community. Marsh and Hart (2011) describe the teaching of
multiculturalism as encouraging inclusion, promoting open and tolerant attitudes towards different religions
and recognising the value of diverse cultures. The education of multiculturalism and racial discrimination is
best achieved through the teaching of Humanities within the primary school setting.

According to Reynolds (2014), the key focuses of the Humanities, are associated with producing
informed and active citizens within all aspects of the local community, nationally and globally. Reynolds
continues to comment that in order to provide for active citizens, teachers must consider an inquiry approach
to make learning contextually authentic and work to establish a vision and meaning for learning (Reynolds,
(2014)). An inquiry approach allows students to discuss current relevant issues with fellow classmates, such as
racism, and consider others perspectives on the issue before reflecting and further analysing the issue with
these new findings in mind. In order to educate students of racial discrimination, teachers must have a deep
contextual understanding of the issue, as well as knowledge within the Humanities Curriculum to determine
effective teaching and learning strategies to inform students of the issue.

Commented [K1]: 2.4 Although not directly related to


Aboriginal and Torres Strait Islander, recognising an issue
such as racial discrimination, unfortunately, continues to be
an issue within our society today. This emphasises the
importance of establishing a safe, inclusive environment
where all student feel accepted.
Commented [K2]: 2.4 Through multicultural education,
teachers can effectively promote the inclusion of all students
regardless of their age, gender, religion or cultural
background. This is an essential step in order to promote
reconciliation between Indigenous and non-Indigenous
Australians.

Name: Keegan Doherty

Student Number: S00153812

Date: 22/03/16

RACIAL DISCIRMINATION AN AUTHENTIC ISSUE (GLOBALLY, NATIONALLY, LOCALLY)


The principle of non-discrimination has been essential in providing the respect for and promotion of
human rights (Diaconu, (2011)). Racial discrimination refers to (but not limited to) the marginalisation or unfair
treatment of people/person due to factors such as race, skin colour, gender, culture, religion and/or social
status. There are many key historic events that have unfolded due to racist attitudes or behaviours, which
affects are still continuing to ripple and define todays society. These include the events of the Holocaust and
World War II, the plight of African American people leading to the Civil Rights Movement, and the acts of white
supremacy groups such as the Ku Klux Klan (KKK). Whereas, a profoundly more recent and ongoing example of
racial discrimination is the term Islamophobia, which Cesari and Kaya (2014) describes as an unfounded
hostility towards Islam, therefore a fear or dislike of all or most Muslims most likely linked or escalating from
the terrorist attacks of September 11, 2011. So although there has been a large increase in acceptance for and
promotion of diversity within our modern society, it is clear that racism and racial discrimination remains as a
global issue.

Racism is an issue that has also been evident on a national level. Jupp (2013) asserts that since
European colonisation in Australia in the 1880s, there has been a large social and political division between
Indigenous Australians and European settlers that has still been apparent into the mid-late 1900s. Australias
history has seen aboriginal people been denied of their citizenship along with the right to vote, removal of
indigenous children or half-castes from their families to live on reserves (Events of the Stolen Generation) as
well as many other persecutions over time (Australian Museum, (2015)). Over time there has been many
amendments to Australian laws as well as the formation of campaigns to further include aboriginal people and
multiculturalism into society as a means of bridging the gap between indigenous and non-indigenous
Australians. However many of the effects of past racial injustices continue to impact on todays present
society. The results of a study partaken by academic staff in education revealed that more than 70% of
Aboriginal academics and professional staff had experienced some form of racial discrimination or attitudes
within their workplace (Korff, (2015)). Unfortunately it is not only the indigenous population of Australia that
have been affected by racial vilification, but also immigrants from non-European descent have been impacted
by injustices over successive generations such as the implementation of the White Australia Policy that can be
traced back to as early as the 1850s and eventually dismantled only in 1973. According to Priest et al (2014),
the earliest forms of racial discrimination are displayed within the home and primary school environment in
two main forms: name calling or teasing due to a difference in cultural practices, or physical attribute
targeting. All of these issues indicate and highlight the importance and need of good quality education into the
themes of racial discrimination and multiculturalism in the primary school setting.

RACISM WITHIN THE HUMANITIES


When teaching about racism in the Humanities, it is important to consider both the Victorian
Curriculum Scope and Sequence, as well as the appropriate year level to address the key concepts and skills
surrounding this issue. Having looked over the Humanities within the curriculum, understandings surrounding
racial discrimination and multiculturalism would best be suited to be explored through Civics and Citizenship
from Year Levels 3-6. Although investigation into authentic contextual factors that underpin issues regarding
racism are not specifically appropriate for lower-primary levels, key concepts such as multiculturalism and
cultural diversity can be explored through the History and Geography domains in many ways.

Commented [K3]: 4.2 Recognising the value of


Aboriginal Australians and their cultural diversity as a
learning tool in classroom discussions and activities. By
acknowledging the injustices of the past, we can move
forward in creating a brighter future for all Indigenous and
non-Indigenous Australians.

Name: Keegan Doherty

Student Number: S00153812

Date: 22/03/16

According to the Victorian Curriculum and Assessment Authority (VCAA, (2016)) Civics and Citizenship
focus, it is expected that Level 4-6 students are able to distinguish between rules and laws at both local and
national levels, as well as understanding and identifying how our society is made of different groups that
attribute to being active citizens within our community. This could be achieved by an exploration and analysis
of the key indigenous events within our nations history that continue to impact on society today, such as
Kevin Rudds National Apology and the injustices over successive generations surrounding the events of the
Stolen Generation. This would be a useful activity to promote the key underpinnings of multicultural
education. According to Marsh and Hart (2011), this includes: the recognition and appreciation of cultural
diversity within our world, considering perspectives and how others view the world, as well as becoming more
active citizens through engaging within real-world issues for a brighter future.
In the lower-levels of primary schooling (Foundation to 3), through the History Sequence and Scope
achievement standards, it is expected students use a range of sources to describe changes to daily life and
recognise the significance of people, places or events (VCAA, (2016)). This could include activities such as
students developing an individual Family-Tree to find out more not only about ones own heritage, but also
the cultural traditions and diverse celebrations of their background. This acts to once again further the notion
of multiculturalism within the classroom as it promotes an open and tolerant attitudeworld views (Marsh
and Hart, (2011)). The History Scope and Sequence also further explores issues regarding racism in Australian
society within the Year Levels of 4-6. Level 3 and 4 students examine the event of the arrival of the Fleet as
well as the differing perspectives of indigenous people and European settlement. This acts as a springboard
into the key themes of racism prior to being further developed within the History Level 5 and 6, which has
students describing and analysing not only the difference in perspectives and values amongst Australian
cultures, but also including people that have migrated to Australia from foreign countries accompanied with
their reasons for doing so (VCAA, (2016)). The table below provides a brief overview of effective teaching and
learning strategies that promote student engagement within the issue of racism and its relevance to their lives.

STRATEGY
Wondering Wall

Excursion to the Immigration


Museum

DESCRIPTION
Whole-Class activity. Students will collaborate
in groups of 5-6 and using butcher paper
respond to a prompt or central idea chosen by
the teacher. Responses can be questions
students may have regarding the issue, prior
knowledge or understandings as well as what
they would like to know as the unit
progresses. Prompt ideas: How aboriginal
people have shaped our culture today,
impacts of European settlement, or factors
that may lead people to migrate to another
country. At the conclusion of the activity,
groups will share ideas and create a classroom
display of all student wonderings to be
referred to throughout the unit.
Guided tour of the museum with a whole-class
focus on the reasons of why migrants left their
homes in search for refuge elsewhere. Prompt
student to consider not only their reasons for
leaving, but the difference in each personal
story or artefact explored (primary sources).
On return to the classroom, students can use
their new understandings to create a personal
diary or journal entry from the perspectives of

RELEVANCE LINKS TO HUMANITIES


Civics and Citizenship (Level 3-6): Allows
students to discuss their current
understandings of the key underpinnings
of racial discrimination such as
multiculturalism, diversity and how
people participate within our
community as global citizens.

History (Levels 5-6): Explaining and


recognising reasons for migration, which
directly correlate to the themes of
racism and diversity. Also identifying
primary sources of evidence (such as
diaries or photographs) to explain their
significance from objects viewed at the
museum.

Name: Keegan Doherty

Responding to Media

Student Number: S00153812

Date: 22/03/16

a person that needs to leave their country in


need of a new home. Consider: Why you are
forced to leave, what you will take, where will
you go and why.

Can also be adapted for:

Students view the 2002 movie, Rabbit Proof


Fence, and take notes regarding the social
injustices that occurred to the indigenous
population in this period of time. Students will
then explore Kevin Rudds National Apology
speech in 2008. Having explored both of these
sources, students will construct a letter in
response to Kevin Rudds Apology addressing
further actions that can be undertaken by the
government and local community to assist in
bridging the gap and injustices of the Stolen
Generation which affects are still present
today.

History (Foundation-2): Students use the


excursion to explore primary sources of
evidence as a means of considering their
own cultural background. Analysing the
origins of their own family culture
through the creation of a family tree.
Directly links to racism themes as
promotes diversity and recognises
different cultures within our
classroom/community.
Civics and Citizenship (Level 5-6):
Students will be reviewing and
considering the reasons behind the
implementation of the White Australia
Policy and how it impacted on
Australias history particularly the
indigenous people of Australia. This is
primary source of evidence of racism
within Australia.
Commented [K4]: 2.1, 2.2, 2.3 and 2.4 This whole table

(VCAA, (2016)).
CONCLUSION
Overall, despite societys growing acceptance of diversity and different cultures, the issue of racism
and racial discrimination is still present on a global scale. However with thorough knowledge within the issue,
teachers can effectively use the Humanities to educate students within the primary schooling environment to
promote multiculturalism and recognise the value of diverse cultures in providing more informed, active
citizens.

entitles a range of teaching strategies and activities that


directly relate to the understandings of the Victoria
Curriculum, as well as demonstrate a broad understanding,
and respect, for Aboriginal and Torres Strait Islander cultures
and histories.

Name: Keegan Doherty

Student Number: S00153812

Date: 22/03/16

References:
Australian Government. (2016). Federal Register of Legislation. Racial Discrimination Act 1975.
Retrieved from: https://www.legislation.gov.au/Details/C2016C00089
Australian Government. (2015). Australian Bureau of Statistics. Migration, Australia, 2013-14.
Retrieved from: http://www.abs.gov.au/ausstats/abs@.nsf/mf/3412.0/
Australian Museum. (2015). Indigenous Australia Timeline 1901 to 1969. Retrieved from:
http://australianmuseum.net.au/indigenous-australia-timeline-1901-to-1969
Cesari, J., & Kaya, A. (2014). Islamophobia. In The Oxford Handbook of European Islam (p. The Oxford
Handbook of European Islam, Chapter 11). Oxford University Press.
Diaconu, I. (2011). Racial Discrimination. Hague: Eleven International Publishing. Retrieved from:
http://lib.myilibrary.com.ezproxy1.acu.edu.au/Open.aspx?id=327464
Jupp, J. (2013). Laksiri Jayasuriya: Transforming a 'white Australia': Issues of racism and immigration.
Journal of Population Research, 30(4), 387-388.
Korff, J. (2015). Australian Aboriginal History Is Discrimination an Issue in Australia?. Retrieved from:
http://www.creativespirits.info/aboriginalculture/people/racial-discrimination-inaustralia#axzz44ABPvELU
Marsh, C., & Hart, C. (2011). Teaching for the Social Sciences and Humanities in an Australian
Curriculum. Multicultural education, global studies and studies of Asia. 6th ed., Frenchs Forest. N.S.W.,
pp. 356-391.
Priest, N., Perry, R., Ferdinand, A., Paradies, Y., & Kelaher, M. (2014). Experiences of Racism,
Racial/Ethnic Attitudes, Motivated Fairness and Mental Health Outcomes Among Primary and
Secondary School Students. Journal of Youth and Adolescence, 43(10), 1672-1687.
Rattansi, A. (2007). Racism - A Very Short Introduction. Oxford: Oxford University Press. Retrieved
from:
http://site.ebrary.com.ezproxy2.acu.edu.au/lib/australiancathu/reader.action?docID=10271752
Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School. Inquiry Pedagogy.
3rd ed. Oxford University Press. South Melbourne, Victoria., pp. 32-98.
Victorian Curriculum and Assessment Authority (VCAA). (2016). Foundation to Year 10 Curriculum:
Humanities. Retrieved from: http://victoriancurriculum.vcaa.vic.edu.au/thehumanities/introduction/about-the-humanities

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