A Racist Multiculturalism by Lisa Moxon

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What can Racism look like?

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As Goetze beautifully and simply illustrates, it is deciding that one is better than the other based on the colour that's on the outside, although the inside is the same.
'It is a global burdening issue that fortunately can be fixed'.

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'Racism refers to the ways in which avoidable and unfair inequalities are perpetuated based on racial, ethnic, cultural and religious characteristics at interpersonal, institutional and societal levels (Berman & Paradies 2010 cited in Priest et al. 2016, p. 809)'.

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Introduction

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Lisa Moxon introduces the topic and addresses the following questions:

*So how does Racism relate to intercultural understanding?
*Why was Racism the focus of this investigation?
*Why is addressing Racism important?

We think yes if we remove the labels!

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'Where there is division there will be conflict, and conflict starts wars'.

Why is it important that students learn about diversity and difference?

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In schools and through education, 'We have an opportunity to shape beliefs, we have an opportunity to shape the standards of behaviour, we have an opportunity to shape the opinions of young children. I think that's an important reason, I think that many of us do it for that reason as well'- Difference Differently 2012
Difference Differently is an excellent professional resource to support teachers and students learning about intercultural understanding:

http://www.differencedifferently.edu.au/

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'One in five school students experience racism everyday (All Together Now 2014, para. 1)'

Teaching Strategy #1- Addressing White Privilege and Personal Bias

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White Privilege- Macklemore

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Macklemore's pop culture track speaks about his experience of white privilege in the music industry.
'Hip hop started out on a block I've never even been to, to counteract a struggle that I've never even been through'.

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If racism is a 'learned ideology (Brookfield 2014, p. 89)', then where is it learned from? And how do we unlearn it? Brookfield (2014, p. 89) states that 'through education and self-reflection people can learn to work in ways free of racist undertones'. This teaching strategy of examining bias aims to achieve this. Through examining one's own bias and cultural perspectives, and with the help of some of the resources provided, teachers can work with students to recognise and acknowledge their inherent racist attitudes. Brookfield (2014, p. 89) further elaborates that 'even the most experienced white anti-racist educators are likely to have elements of the learned ideology of racism living within them'.

In a study compiled by Hatchell (2004, p. 104), it was discovered that 'although students wanted to accept all cultures equally, perceptions with a dichotomous nature of them and us or black and white stubbornly remained'. Hatchell (2004, p. 104) realised that students could recognise whiteness provided a societal advantage, but also that they assumed that racism 'was just the way life is (Hatchell 2004, p, 104)'. Students failed to recognise when their sentences and statements were racist, and lacked the critical and analytical skills to acknowledge that this could be changed and avoided (Hatchell 2004, p. 104).

White Privilege is a burden in a multicultural society. A lack of understanding of the lived experience of racism for white Anglo-Saxon Australians, often adds to the divide between cultures and inhibits intercultural understanding. The media portrayal of other cultures, especially in contemporary society linking Muslims to terrorism, has only furthered the distance between current society and intercultural understanding. Despite being encouraged not to link the acts of extremists to the beliefs of an entire culture and ethnic group, White Australian's are held accountable for the actions of their ancestors, and or treated with hostility by other cultures, because of the ignorance they expecience because of their privileged position in society. So much so that in 2008, Prime Minister Kevin Rudd felt the need to apologise for being white. Rudd said sorry to the Aboriginal and Torres Strait Islander peoples of Australia, for the injustices carried out against them by other white people, 187 years before he was born. In Macklemores' song 'White Privilege' he touches on this idea stating that, 'I am blessed with the privilege, but still left with the scars (Macklemore 2009)'. The scars of the past actions that other white peoples have taken against other cultures, races and religions.

Examining your unintentional Bias

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This Online resource questionnaire is invaluable for teachers and students and will give an overall picture of individual bias. The results would be a great jumping off point for self-reflection.

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Aims of the Strategy

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Aims:
* To minimise the occurrence of racism, racist comments and actions by examining ones individual bias.
*To look at white privilege why it happens, and how it works against intercultural understanding.
*To promote self-reflection as a means of promoting anti-racist attitudes

My Place

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By viewing and examining personal stories and lived experiences of others racism, teachers can help students identify the racist attitudes present, and endeavor not to replicate them in the future.

A Practical Example

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Activity 1 in this resource explains how a teacher can help students identify and empathise with experiences of racism. By practically demonstrating preferential treatment in the classroom.
https://www.equalityhumanrights.com/en/secondary-education-resources/lesson-plan-ideas/lesson-6-discrimination

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Teaching Strategy #2- Critical Analysis of Media Presented Perspectives

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Where do children get their racist ideologies from? In such a technological age we have to look to the mass media, and the ideas that they are transmitting and promoting. Although racism can and does occur against any race of people, the most present issue in terms of media portrayals are in relation to perceptions of Muslims and Islamic culture. 'National and global political crisis, most notably September 11, have changed the way Arab Australians are perceived and treated by the community (Mansouri and Kamp 2007, p. 93-94)'. Espiritu (2016, para. 2) states that 'Islamophobia, fear of Islam and Muslims, has intensified with the 9/11 bombing of the World Trade Center in New York'. Many people's political affiliations, beliefs and ideas are formulated based on the views presented to them by the media. In contemporary society, in relation to Muslims, this is stereo-typically that Muslims are 'violent, fanatical, bigoted, extremists and terrorists (Espiritu 2016, para.2)'. Ata (2012, p. 159) notes that 'the media is the primary source of information on Islam, and what it stands for'. Through Atas' (2012, p. 160) study, it was also discovered that 'students feel frustration at their teachers lack of knowledge of Islam, and reliance on media representations'.

For the aforementioned reasons, a teaching strategy of critical analysis of media representations is crucial. Strategies which address the reliability of information presented by the media will work to equip students with the knowledge and skills necessary to not be persuaded by media representations of race and culture. Instead, locating reliable racial and cultural knowledge which works against racial stereotyping, and towards intercultural understanding.

Aims of the Strategy

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Aims:
*To equip students with critical analysis skills, so that they are able to identify ideologies presented to them.
*To acknowledge the media's agenda and to view them as an unreliable source of information on race, religion and culture.
*To reduce students acceptance of racist stereotypes presented by the media, and accepted by society.
*Through research to improve knowledge of other cultures, and intercultural understanding.

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The Media's Portrayal of Islam

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'I think the media's portrayal of Islam is typically pretty extreme. It's always speaking for an entire group of people or an entire set of beliefs'.

'It has nothing to do with religion'.

Islamaphobia

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'1.72 million people tuned in to watch the season 2 premiere of Homeland. That's 1.72 million people who learned that Islam is a violent religion, and who learned that Islamic terrorism is all around us. This is quite dangerous

Small Group Activity on Source Reliability

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"Truth and accuracy" are two of the BBC's most important news values - and you need to think about making sure your journalism follows suit.

What is News Literacy and Why Do You Need It?

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'The speed with which information spreads now has created the ideal conditions for a phenomenon known as circular reporting'.

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In Conclusion

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'If you never know truth, then you never know love'.

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