6 x 30-minute episode series by Cordell Jigsaw for ABC TV 6 x 30-minute episode series by Cordell Jigsaw for ABC TV © ATOM 2012 A STUDY GUIDE BY ANNE CHESHER http://www.metromagazine.com.au ISBN: 978-1-74295-186-7 http://www.theeducationshop.com.au ABOVE: XXXX XXXX XXXX XXXX XXXX XXXX RIGHT: XXXX XXXX XXX XXXX XXX Part social experiment, part road trip and part character study, Dumb, Drunk & Racist puts Australia and its people under the microscope by testing foreign pre-conceptions of Australian stereotypes, culture and identity. The series exposes a number of confronting topics such as our racism, alcoholism, poverty and social injustice, and looks at multiculturalism, same-sex marriage and the role the media play in reporting this across the globe. Dumb, Drunk & Racist takes the audience on a journey from India to Australia with four Indians. Through their eyes, we’re able to look at ourselves and discuss whether Australians really are racist, drunk and stupid. It is an insight into how other cultures perceive us and how we perceive ourselves. DIRECTOR’S NOTES Australian callers everyday, and a tel- drinking beer and sledging at the evision news anchor who has reported cricket, to understanding life from an In recent years, Australia’s reputation on the fractured relationship between Indigenous Australian’s perspective; has declined in the views of those India and Australia. Together with Joe, and from driving a taxi in Melbourne overseas and at home. We’ve been la- these four Indians embarked on a late at night, to raising a family in a belled everything from racist and lazy, three-week road trip through Australia same-sex relationship. The series tries to drunk, stupid and cheats. Nowhere to put their own theories, opinions and to make sense of our country and con- is this opinion more apparent than preconceptions to the test. temporary ways of life. India, where it seems our reputation has hit an all time low. In experiencing the good, bad and For me, the series reinforces a number ugly of life downunder, the Indians are of uncomfortable home truths, while We began the series by travelling to immersed in issues including racism, at the same time reminding us of the India with our host, Joe Hildebrand, to multiculturalism, Indigenous Australia, triumphs that we all too often take for investigate the anti-Australian senti- drinking culture, class, sexuality and granted. Though we describe our- 2012 © ATOM SCREEN EDUCATION ment. There we met Indians who, sport. Through the eyes of the Indians, selves as ‘the lucky country’, often through their loose ties to Australia, the series provides us the opportunity we’re unsure what we actually mean believe the negative stereotypes – a for us to look at ourselves. Personally, by it. Dumb, Drunk & Racist aims to student and an educational advisor as a born-and-bred Australian, the bring a whole new perspective to the who have heard accounts of attacks journey treads the line between as- place we call home. on Indian students, a call-centre pects of Australian life that are equally worker who is subjected to racist as familiar as they are foreign – from – Series director Aaron Smith 2 Curriculum Relevance Dumb Drunk & Racist is a series that will create informed debate and learning amongst senior school (Years 11–12) and tertiary students. It presents topics and issues that require a degree of maturity and developed reasoning skills. Teacher discretion is encouraged for screening to students in Years 10 and below. While in due context, the series contains language and violent behaviour that without guidance, may be confronting or ABOVE: XXXX XXXX XXXX XXXX XXXX XXXX o!ensive to younger students. As preparation, it is recommended diversity, and have an understand- Civics and Citizenship that the teacher view the series ing of Australia’s system of govern- prior to screening to a class or ment, history and culture Rationale group of students. s Understand and acknowledge the value of Indigenous cultures and 11. a) Civics and Citizenship educa- possess the knowledge, skills and tion involves the development of the CURRICULUM APPLICATION understanding to contribute to, knowledge, skills, attitudes, beliefs and benefit from, reconciliation and values that enable students to The Melbourne Declaration on between Indigenous and non- effectively participate in community Educational Goals for Young Indigenous Australians activities and public affairs locally, Australians (2008) purports a set s Are committed to national values of nationally and globally. of values to be imparted to young democracy, equity and justice, and Australians through school education participate in Australia’s civic life 11. b) Australia is a multicultural, secu- K–12 and administered through na- s Are able to relate to and communi- lar, and multi-faith society, governed tional curriculum areas. These values cate across cultures, especially the through a well-established representa- reflect the ethics, principles and ideals cultures and countries of Asia tive parliamentary process and based of our national Australian society. They s Work for the common good, in on liberal democratic values, princi- are steeped in heritage and provide particular sustaining and improving ples and practices. guidance for shaping the attitudes and natural and social environments disposition of future generations. s Are responsible global and local Aims citizens. The Declaration outlines aims for 13. a) Develop the knowledge, skills, qualities of individuals in our society The Declaration outlines the outcome attitudes, values and dispositions stu- including: objectives of the national curriculum: dents need to fully participate in civic life as active citizens in their communi- Confident and creative individuals … s The curriculum will enable stu- ties, the nation, regionally and globally. (who) dents to build social and emotional s Have a sense of self-worth, self- intelligence, and nurture student 13. d) Build an understanding and ap- awareness and personal identity wellbeing through health and preciation of Australia as a multicultural that enables them to manage their physical education in particular. and multi-faith society and a commit- emotional, mental, spiritual and s The Curriculum will support ment to human rights and intercul- physical wellbeing students to relate well to others tural understandings, with particular s Develop personal values and at- and foster an understanding of consideration of Aboriginal Peoples’ tributes such as honesty, resil- Australian society, citizenship and and Torres Strait Islander Peoples’ ience, empathy and respect for national values, including through historical and contemporary experience others the study of civics and citizenship. of, participation in and contribution to s Have the knowledge, skills, under- Australian civic identity and society. 2012 © ATOM SCREEN EDUCATION standing and values to establish Dumb Drunk & Racist has cross- and maintain healthy, satisfying lives curricula application across all subject Organisation areas. However, this Study guide will Active and informed citizens … (who) focus two key learning areas: Civics The knowledge, understandings and s Act with moral and ethical integrity and Citizenship in relation to society, skills of Civics and Citizenship are s Appreciate Australia’s social, and Health and Physical Education in underpinned by values, attitudes and cultural, linguistic and religious relation to individual wellbeing. dispositions. These include: 3 19. a) The values that are the founda- tion of liberal democracy and parlia- mentary representative democracy, such as freedom of expression, govern- ment by the people, equality, the rule of law, equality before the law, fair and effective representation, responsibility, accountability and common good. 19. b) The foundation of civil behaviour Production Background and civic duty in a modern democracy Dumb, Drunk & Racist was shot including appreciation and support, over thirty consecutive days during care and compassion, respect for January and February 2012. "e cultural identity and diversity, religious shoot began with a week in India, 1 tolerance, fairness, social justice, hu- #lming background stories and man dignity, freedom, civility, honesty, interviews with the series host, respecting others’ rights and views, Joe Hildebrand, and the four responsibility, inclusiveness, equality, Indian participants in New Delhi, sustainability, appreciation of differ- Chandigarh, Jaipur and Pune. ence, peace, giving and contributing and valuing involvement as active "e Indian participants were citizens. 2 selected from a diverse range of applicants throughout India. "ey – Australian Curriculum: Civics and were cast with the assistance of Citizenship Draft Shape Paper, 1: xxxxxx xxxxxxxxx xxxxxxxxx xxx 2: local Indian production assistants ACARA 2012 xxxxxxxxx xxxxxxxxx xxxxxxxxx and interviewed remotely from Australia via Skype. On the #nal Health And Physical Education day of #lming in India, all of the to explore their own personal identity, Indian participants, and their Personal and Social Capability and to develop an understanding of Australian ‘guide’ Joe Hilderbrand, factors that influence and shape their meet each other for the #rst time 118. In the Australian Curriculum, sense of identity. on a rooftop in Old Delhi. From students develop personal and social there, they travelled to Sydney capability as they learn to understand Ethical behaviour to begin the Australian leg of the themselves and others, and