Professional Learning Workshop

Together for Humanity

Together for Humanity is a non-profit organisation facilitating diversity education for adults and students around Australia. It is committed to replacing prejudice with respect, and helping all Australians to understand and accept diversity.

Difference Differently is funded by the Department of Education, Employment and Workplace Relations.

Difference Differently PL Workshop

Diversity and you

Your cultural identity

Share your views on…

For me, time is… Children should be treated… I like to work… Marriage is… I deal with conflict by… People in positions of authority should be…

Dealing with diversity video

Difference Differently PL Workshop Why we need diversity education in Australian schools

A snapshot of Australians

27% of Australians were born overseas 16% of Australians speak a language other than English at home 22% of Australians do not identify with a faith 61% identify as Christian 529,000 Buddhists, 476,300 Muslims, 275,500 Hindus, and 97,300 Jews 10 million Australians have active internet accounts (not inc mobile phones) Australians took 7 million international trips (Between June 2009/June 2010)

Source: Australian Bureau of Statistics

Diversity and racism

• • • • •

Challenging Racism: The anti racism research project, University

of Western Sydney (Data collected between 2001 and 2008) 27% feel that because of their own ethnic origin they have been called names or similarly insulted 16.6% have experienced discrimination because of their own ethnic origin in education 12.4% agree they are prejudiced against other cultures 84.4% agree there is racial prejudice in Australia 86.8% agree it is a good thing for a society to be made up of people from different cultures

Why do we need diversity education? video

The Melbourne Declaration, 2008

Global integration and international mobility have increased in the past decade. As a consequence, new and exciting opportunities for Australians are emerging. This heightens the need to nurture an appreciation of and respect for social, cultural and religious diversity , and a sense of global citizenship…

• • • •

Ensure that schooling contributes to a socially cohesive society that respects and appreciates cultural, social and religious diversity… Develop personal values and attributes such as honesty, resilience, empathy and respect for others… Appreciate Australia’s social, cultural, linguistic and religious diversity… [Be] able to relate to and communicate across cultures , especially the cultures and countries of Asia

Australian Curriculum

• • • • General capabilities: Critical and creative thinking Ethical behaviour Personal and social capability Intercultural understanding • • • Cross curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

What does intercultural understanding look like?

What are the key characteristics?

Dos and don’ts of diversity education

• •

What might this mean?

Why is it important?

Dos and don’ts of diversity education

Acknowledge differences within cultural and other groups.

Dos and don’ts of diversity education

Explore concepts that are common across cultures.

Dos and don’ts of diversity education

Go beyond visible notions of culture.

Dos and don’ts of diversity education

Acknowledge and have awareness of your own culture.

Dos and Don’ts of Diversity Education

Acknowledge the complexities created by diversity.

Dos and Don’ts of Diversity Education

Be prepared to challenge student assumptions and reasoning.

Difference Differently: Teacher resource

• • Three practical, interactive online modules Flexible and suitable for all school staff

Introducing Diversity Education Diversity Education in the Classroom Whole-School Approaches to Diversity Education

Exploring the Difference Differently student resource

Difference Differently: Student resource

• • • • • Aligned to of the Australian Curriculum: English, History, Geography and Civics and Citizenship Four levels: Years 3/4, 5/6, 7/8, and 9/10 14 modules (6 primary, 8 secondary) Flexible Blended learning approach

Developing intercultural understanding

• • • • • • • • Exposure and contact Standpoint and perspective Empathy Media literacy Interpersonal and conflict resolution skills Active citizenship Roleplay, drama and storytelling Reflection

English modules Stories about Difference – Level 1:Years 3/4

• narratives, inclusion and exclusion

Ways of Seeing – Level 2: Years 5/6

• Perspective

Portraying Australians – Level 3: Years 7/8

• TV, film and advertising, stereotypes

Media Madness – Level 4: Years 9/10

• news media, cultural and other groups

History modules Our Communities – Level 1: Years 3/4

• communities, cultural diversity, significant days

One Country, Many Cultures – Level 2:Years 5/6

• Indigenous and international migration, contribution of migrants

Beliefs, Then and Now – Level 3: Years 7/8

• history and role of religions

Who Can Be Australian? – Level 4: Years 9/10

• White Australia, citizenship, immigration

Geography modules Our Communities – Level 1: Years 3/4

• communities, cultural diversity, significant days

One Country, Many Cultures – Level 2:Years 5/6

• Indigenous and international migration, contribution of migrants

Mapping Diversity – Level 3: Years 7/8

• why people live where they do, locational disadvantage

Thinking Globally – Level 4: Years 9/10

• global inequality, Australian aid, globilisation

Civics and Citizenship modules Getting to Know Others – Level 1: Years 3/4

• meeting people, intercultural communication

Many Voices – Level 2: Years 5/6

• varied perspectives, democracy, active citizenship

Differing Stories – Level 3: Years 7/8

• discrimination

Defining Identities – Level 4: Years 9/10

• personal identity, Australian identity, loyalty

Website

Classroom strategies for developing intercultural understanding

Developing intercultural understanding

• • • • • • • • Exposure and contact Standpoint and perspective Empathy Media literacy Interpersonal and conflict resolution skills Active citizenship Roleplay, drama and storytelling Reflection

Exposure and contact

• • • • • •

Guest speakers Visits to places of worship/cultural significance Interschool programs Use diversity within the school Contact hypothesis Curiosity and questioning

Standpoint and perspective From Years 9/10 Defining Identities module

What do you see? What do you think about that? What does it make you wonder? Image courtersy of Cassie Jal

Standpoint and perspective From Years 7/8 Portraying Australians

Standpoint and perspective From Years 7/8 Portraying Australians

Empathy From Student Q and A

Empathy From Student Q and A

Empathy

• • •

What is empathy?

Personal stories Perspective taking exercises (diary entries, creative writing, roleplay)

Media literacy From Years 9/10 Media Madness

Headlines Activity

Media literacy From Years 9/10 Media Madness

Fill the gap: Ten ________ heroes honoured with pride

Daily Telegraph, August 31 2011

a. Muslim b. Aboriginal c. Aussie d. Asian

Media literacy From Years 9/10 Media Madness

Ten Aussie heroes honoured with pride

Daily Telegraph, August 31 2011

Media literacy From Years 9/10 Media Madness

Fill the gap: _________ crime gangs cross the ethnic line

Daily Telegraph, 8 Feb 2010

a.Muslim

b.Aussie

c.Asian

d.Gay

Media literacy From Years 9/10 Media Madness

Asian crime gangs cross the ethnic line

Daily Telegraph, 8 Feb 2010

Media literacy From Years 9/10 Media Madness

Fill the gap: ________charged with drink-driving ride-on lawnmower at Ingham

Courier Mail, 8 May 2011

a.Teenager

b.Aboriginal

c.Asian

d.Aussie

Media literacy From Years 9/10 Media Madness

Teenager charged with drink-driving ride-on lawnmower at Ingham

Courier Mail, 8 May 2011

Media literacy From Years 9/10 Media Madness

Fill the gap: Call for action on ________ crime

Courier Mail, 3 November 2011

a.Gay

b.Aboriginal

c.Asian

d.Teenage

Media literacy From Years 9/10 Media Madness

Call for action on Aboriginal crime

Courier Mail, 3 November 2011

Interpersonal and conflict resolution skills Jioji Ravulo

Interpersonal and conflict resolution skills From Years 3/4 Getting to Know Others

In which country would it be common to see this gesture used to mean come here?

a) Russia b) China c) New Zealand d) Mexico

Interpersonal and conflict resolution skills From Years 3/4 Getting to Know Others

The correct answer is China.

down.

While most Australians call people towards them with their palm facing up, many Asian people gesture for people to come with their palm

Interpersonal and Conflict Resolution Skills From Years 3/4 Getting to Know Others

In which country would it be common to see this gesture used to mean ‘yes’ or ‘I agree’?

a) USA b) Indonesia c) India d) Australia

Interpersonal and conflict resolution skills From Years 3/4 Getting to Know Others

The correct answer is India.

While most Australians nod their head up and down to say ‘yes’, many Indians nod their head from side to side to say ‘yes’ or to agree with someone.

Interpersonal and conflict resolution skills From Years 7/8 Beliefs, Then and Now

Active Citizenship

•Social connection and responsibility •Opportunity for cross-cultural exposure •Do not reinforce ‘otherness’

Drama, roleplay and storytelling From Years 3/4 Stories About Difference

Reflection and disclosure From Years 9/10 Defining Identities

•Self-disclosure and personal stories •Harvard Visible Thinking routines

Difference Differently Contacts

www.differencedifferently.edu.au

[email protected]

1800 448 345