Challenging racism in schools

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• Challenging racism in schools

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Training day outcomes

• Participants will
• have an understanding of the extent and effects
  of racism in the school context
• understand the roles and responsibilities of
  Anti-Racism Contact Officers and delegates when
  dealing with complaints of racism
• understand the Anti-Racism Policy, the Cultural
  Diversity and Community Relations Policy
  Multicultural education in schools and the
  Complaints Handling Policy Guidelines and their
  rights and responsibilities in relation to them
• have developed skills for dealing with complaints
  of racism.

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Session one outcomes

• Participants will
• understand the dimensions of direct and indirect
  racism and racial discrimination
• recognise indicators of racism and the
  detrimental effects of racism in the school
  context.
• understand the Anti-Racism Policy and the
  Cultural Diversity and Community Relations
  Policy Multicultural education in schools and
  their implications for schools

A n t i r a c i s m
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Racism is

• the belief that human races have distinctive
  characteristics which determine their respective
  cultures, usually involving the idea that ones
  own race is superior and has the right to rule or
  dominate others.
• offensive or aggressive behaviour to members of
  another race stemming from such a belief.
• a policy or system of government and society
  based upon it.
• The Macquarie Dictionary

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Martin Luther King said
Morality cannot be legislated but behaviour can
be regulated. Judicial decrees may not change
hearts but they can restrain the heartless.
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Racism discrimination

• Racial discrimination happens when someone is
  treated less fairly than someone else in a
  similar situation because of their race, colour,
  descent, or national or ethnic origin.
• Racial discrimination can also happen when a
  policy or rule treats everyone in the same way
  but has an unfair effect on more people of a
  particular race, colour, descent, or national or
  ethnic origin than others Human Rights and Equal
  Opportunity Commission Fact Sheet 1
• Racial discrimination is behaviour that
  advantages or disadvantages people on the basis
  of their real (or supposed) membership of a
  racial, ethnic or ethno-religious group.

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Direct racial discrimination
Occurs when one person or group of people receive
less favourable treatment than another person or
group in the same position would have received on
the grounds of their race, colour, descent or
national or ethnic origin.
Human Rights and Equal Opportunity
Commission 1995 For example, a real estate agent
would not rent you a house because you are an
Indigenous person.
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Indirect racial discrimination
Includes practices or policies that appear to be
neutral or fair because they treat everyone
in the same way but adversely affect a higher
proportion of people of one racial, national or
ethnic group. It can occur even when there is no
intention to discriminate.
Human Rights and Equal Opportunity Commission
1995 For example, a policy that says you have to
be a particular height or weight to be employed
in the defence forces may be discriminatory
unless the requirements can be justified.
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Anglo-Australians do not have a monopoly on
racism Community Information Officer
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Indicators of racism in schools

• Refusal to cooperate with people of different
  groups.
• Racist propaganda.
• Racist comments, ridicule or abuse (verbal or
  written).
• Judgements based on stereotypes.
• Physical assault and harassment.
• Non-inclusive curriculum or teaching practices.
• Discriminatory policies and procedures.

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Effects of racism on

• Educational outcomes
• Individual happiness and self-confidence
• School climate
• Cultural identity
• School/community relations
• Student behaviour

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Anti-racism and anti-discrimination legislation

• International Convention on the Elimination of
  All Forms of Racial Discrimination (1966)
• Commonwealth Racial Discrimination Act (1975)
• Commonwealth Racial Hatred Act (1995)Amendment
  to the Racial Discrimination Act
• NSW Anti-Discrimination Act (1977)
• NSW Anti-Discrimination Act amended to include
  racial vilification (1989)

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NSW Department of Education and Training

• Policies
• Anti-Racism Policy
• Anti-Racism Contact Officer training
• Cultural Diversity and Community Relations
  Policy Multicultural education in schools
• Complaints Handling Policy
• Complaints Handling Policy Guidelines
• Aboriginal Education Policy
• Aboriginal Education Review
• NSW Aboriginal Education and Training Strategy
  2006 - 2008

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NSW Department of Education and Training

• Programs and initiatives
• Anti-racism and multicultural education projects
• Aboriginal education initiatives
• Racism. No way! website
• Making Multicultural Australia website
• Cultural Exchange Program Cultural Exchange
  website
• Cooling Conflicts program

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Anti-Racism Policy
The NSW Department of Education and Training
rejects all forms of racism. It is committed to
the elimination of racial discrimination
including direct and indirect racism, racial
vilification and harassment in its
organisation, structures and culture, in its
curriculum and in the learning and working
environments for which it is responsible.
Anti-Racism Policy (2005)
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Cultural Diversity and Community Relations
Policy Multicultural education in schools
Community harmony is promoted through school
policies and practices which counter racism and
intolerance and develop understanding of
cultural, linguistic and religious
differences. Cultural Diversity and Community
Relations Policy Multicultural education in
schools (2005)
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Silence and denial
racism has been perpetuated by silence and
denial its effects hidden, misunderstood or
ignored. It is in this way that racism has become
so pervasive that it seems acceptable and
normal.
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Racist bullying under scrutiny after girl wins
10,000 damages By Leonie LamontMay 14 2003 The
Department of Education is considering its
anti-bullying policies after being ordered to pay
10,000 damages to a primary school pupil who was
racially taunted and bullied at school. The
Administrative Decisions Tribunal said even
though the school, in the Hunter area, put in
place "extensive" anti-bullying measures, the
girl was denied the benefits of the program
because it did not address race as grounds for
bullying.
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• Surviving War, Surviving Peace
• Student Voice

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Session 2 outcomes

• Participants will
• understand the roles and responsibilities of
  Anti-Racism Contact Officers and delegates when
  dealing with complaints of racism

A n t i r a c i s m
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Role of the ARCO
The Anti-Racism Contact Officer is the trusted
person to whom individuals and groups initially
bring complaints about racist incidents which
they have experienced or observed in the school.

• The role can be described under four categories
• Mediator role
• Procedural role
• Educational role
• Monitoring role

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Role of the ARCO

• Mediator Role
• On receiving a complaint the ARCO may attempt an
  informal resolution
• Procedural role
• If an informal resolution is not appropriate or
  satisfactory the complainant has the option of
  lodging a formal complaint
• The ARCO can assist the complainant in writing
  the complaint
• The ARCO may be asked to assist in seeking a
  resolution but it is not the ARCOs role to lead
  this process.

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Role of the ARCO

• Educational Role
• The ARCO
• can assist the principal in ensuring that
  parents, students, teaching and non-teaching
  staff are aware of- the identity and role of
  the ARCO- the Anti-Racism Policy, the complaints
  procedures and their rights in relation to these
• can assist in the promotion of anti-racism
  education across the school.

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Role of the ARCO

• Monitoring Role
• The ARCO
• assists the principal in keeping track of
  suggestions, complaints and allegations
  concerning racism.
• alerts the schools welfare team to significant
  statistical trends.
• provides information to the principal and
  executive on request.

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Session three outcomes

• Participants will
• understand the skills needed by an Anti-Racism
  Contact Officer
• have confidence that they can fulfill the role of
  the Anti-Racism Contact Officer.

A n t i r a c i s m
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ARCOs can assist complainants to

• write the complaint clearly and briefly
• write only the facts as reported by the
  complainant
• avoid introducing emotional or prejudicial
  language
• avoid personal views influencing the complainant
  or the way the complaint is written
• show the complainant the written complaint in its
  final form and give an opportunity for errors to
  be corrected

A n t i r a c i s m
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Written complaints are official records and may
be accessed under Freedom of Information
legislation and provided to external authorities
such as the Anti-Discrimination Board or the
Administrative Decisions Tribunal.
A n t i r a c i s m
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Session four outcomes

• Participants will
• understand the procedures for resolving
  complaints using the Complaints Handling Policy
• have confidence that they can fulfill the role of
  the Anti-Racism Contact Officer.

A n t i r a c i s m
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The ARCO and the Complaints Handling Policy
Guidelines
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Complaints of racism and the Complaints Handling
Policy Guidelines 2
Receive the complaint
Can the complaint be responded to informally?
NO
YES
Assist complainant in writing complaint, if
required
Resolve the complaint to the satisfaction of the
complainant
Refer to delegate
Make a note of the matter
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Complaints of racism and the Complaints Handling
Policy Guidelines 3
From Takin a Stand, Streetwize Comics
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Complaints of racism and the Complaints Handling
Policy Guidelines 4
From Takin a Stand, Streetwize Comics
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Complaints of racism and the Complaints Handling
Policy Guidelines 5
From Takin a Stand, Streetwize Comics
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Complaints of racism and the Complaints Handling
Policy Guidelines 6
From Takin a Stand, Streetwize Comics
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Complaints of racism and the Complaints Handling
Policy Guidelines 7
From Takin a Stand, Streetwize Comics
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Complaints of racism and the Complaints Handling
Policy Guidelines 8
Identify which of the three complaints handling
procedures applies
Is the matter a special case?
YES
Refer to principal
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Special cases include
Complaints of racism and the Complaints Handling
Policy Guidelines 9

• Systems and process
• Staff performance
• Conduct, welfare and performance of students
• SAS staff dispute and grievances
• Protected Disclosures
• Suspected Risk of Harm
• Allegations against staff of a child protection
  nature
• Possible criminal or corrupt conduct
• Possible discrimination

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Student behaviour
Complaints of racism and the Complaints Handling
Policy Guidelines 10

• If the complaint is about student behaviour,
  follow the appropriate student discipline
  procedure.
• A schools student discipline policy
• Procedures for the Suspension and Expulsion of
  School Students

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Managing complainants
Complaints of racism and the Complaints Handling
Policy Guidelines 11

• Explain the complaints handling process
• If matter is to be referred, explain why
• Confirm that complaint has been understood
• Ask what outcome they are seeking
• Outline possible outcomes
• Provide realistic timeframes
• Ensure promises are followed through

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Special cases include
Complaints of racism and the Complaints Handling
Policy Guidelines 12

• Systems and process
• Staff performance
• Conduct, welfare and performance of students
• SAS staff dispute and grievances
• Protected Disclosures
• Suspected Risk of Harm
• Allegations against staff of a child protection
  nature
• Possible criminal or corrupt conduct
• Possible discrimination

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Possible discrimination
Complaints of racism and the Complaints Handling
Policy Guidelines 13

• If the complaint is about behaviour that is
  unlawfully discriminatory or involves unlawful
  vilification..refer to Legal Services.
• The Departments Anti-Racism Policy may apply
  and, in the case of a school, the involvement of
  the Anti-Racism Contact Officer may be
  appropriate.

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Complaints of racism and the Complaints Handling
Policy Guidelines 14
Identify which of the three complaints handling
procedures applies
Is the complaint a special case?
YES
NO
Refer to executive or principal
Is the complaint about a person?
NO
YES
Remedy and Systems Improvement procedure applies
Proceed to next question
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Complaints of racism and the Complaints Handling
Policy Guidelines 15
Is the complaint serious?
YES
NO
Investigation Procedure applies
Negotiation Procedure applies
Inform the complainant of the process and their
rights