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Encouraging Tolerance and Social Cohesion Through School Education

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Encouraging Tolerance and Social Cohesion Through School Education Report to the Australian Government Department of Education, Science and Training Encouraging Tolerance and Social Cohesion through School Education July 2006 ABN: 194 838 69 033 Encouraging Tolerance and Social Cohesion through School Education Encouraging Tolerance and Social Cohesion through School Education Erebus International July 2006 Erebus International - ii - Encouraging Tolerance and Social Cohesion through School Education Acknowledgements Erebus International is appreciative of the efforts of staff of the Australian Government Department of Education, Science and Training in assisting us to complete this project. In particular, we wish to thank Dr Rapin Quinn and Dr Declan O’Connell for their assistance throughout the project. We also wish to thank the members of the project Reference Group, whose members are shown in Appendix 1, for their active contributions to project findings. We also wish to acknowledge the principals and staff from the schools that participated in the case studies conducted as part of this project. We are grateful for the way they were able to accommodate our inquiries, often at very short notice. We are very conscious of the demands made on all schools, and acknowledge the imposition we often make on their time. On each occasion they made us most welcome and willingly shared their experiences with us. We are most appreciative of the time afforded us, and the insights they were willing to share. We also wish to thank the stakeholders from education jurisdictions and other institutions that provided us with materials or who participated in interviews with us. The names of the stakeholders consulted during the project are listed in Appendix 2. We also thank the participants at the National Showcase Seminar held at Parliament House, Canberra, 25-26 May 2006, whose ideas and input have also been used to shape this report. While the information presented in this report draws on the contributions of a range of stakeholders, responsibility for the accuracy of the findings and the conclusions drawn are, however, the responsibility of the project team. Dr Robert Carbines Dr Tim Wyatt Ms Leone Robb Erebus International Erebus International - iii - Encouraging Tolerance and Social Cohesion through School Education Table of Contents TABLE OF CONTENTS..........................................................................................................................................IV EXECUTIVE SUMMARY.......................................................................................................................................VI INTRODUCTION .........................................................................................................................................................VI METHODOLOGY ........................................................................................................................................................VI SUMMARY OF FINDINGS...........................................................................................................................................VII 1. The interrelations between Islamic, government and non-government schools in promoting interfaith and intercultural understanding and mutual respect. ......................................................................................... vii 2. The nature and extent of current interschool cooperation, including the factors that influence or hinder such interschool cooperation. ............................................................................................................................viii 3. Current arrangements for ensuring quality in the teaching of Australian values......................................... x 4. The current availability of professional learning opportunities for teachers nationally to promote understanding of Islamic values within the National Framework for Values Education in Australian Schools, including any gaps ............................................................................................................................................... xi 5. The availability of resources to help students to understand how Islamic values are aligned with Australian values, including any gaps in such curriculum resources.................................................................. xi 6. Current strategies for working with community leaders to support Islamic schools and other schools, with a high proportion of Muslim students, in values education activities ................................................................. xii CONCLUSION ..........................................................................................................................................................XIII SUMMARY OF RECOMMENDATIONS ....................................................................................................................... XIV INTRODUCTION AND METHODOLOGY ........................................................................................................... 1 Terms of Reference................................................................................................................................................ 2 RESEARCH METHODOLOGY........................................................................................................................................ 3 Key research questions ......................................................................................................................................... 3 DATA COLLECTION METHODOLOGY........................................................................................................................... 3 STRUCTURE OF THIS REPORT ..................................................................................................................................... 5 OVERVIEW................................................................................................................................................................ 6 THE MULTICULTURAL CONTEXT OF AUSTRALIAN SOCIETY ....................................................................................... 6 AUSTRALIANS’ AWARENESS OF ISLAM ...................................................................................................................... 9 MUSLIM VALUES AND AUSTRALIAN VALUES? ........................................................................................................ 10 ISLAMIC SCHOOLS IN AUSTRALIA ............................................................................................................................ 16 Early beginnings ................................................................................................................................................. 16 Scripture classes in Public Schools..................................................................................................................... 17 Islamic Schools ................................................................................................................................................... 18 Challenges confronting Islamic schools.............................................................................................................. 20 SCHOOL CASE STUDIES...................................................................................................................................... 23 CASE STUDY 1: PROMOTING INTERSCHOOL COOPERATION — MINARET COLLEGE, MELBOURNE, VICTORIA......... 24 CASE STUDY 2: RAISING AWARENESS OF AUSTRALIAN VALUES —AUSTRALIAN INTERNATIONAL ACADEMY (FORMERLY KING KHALID COLLEGE), MELBOURNE, VICTORIA .............................................................................. 32 CASE STUDY 3: INITIATIVES TO INCREASE AWARENESS OF AUSTRALIAN VALUES AND REDUCE POTENTIAL ISOLATION AND ALIENATION — NOOR AL HOODA ISLAMIC COLLEGE, SYDNEY, NSW........................................... 42 Erebus International - iv - Encouraging Tolerance and Social Cohesion through School Education CASE STUDY 4: PROMOTING INTERFAITH AND INTERCULTURAL UNDERSTANDING -— KILLESTER COLLEGE, MELBOURNE, VICTORIA .......................................................................................................................................... 48 CASE STUDY 5: BUILDING AWARENESS OF AUSTRALIAN CIVIC VALUES AND INTERFAITH AND INTERCULTURAL UNDERSTANDING — ISLAMIC SCHOOL OF BRISBANE, KARAWATHA, QUEENSLAND................................................ 54 CASE STUDY 6: PROMOTING INTERFAITH AND INTERCULTURAL UNDERSTANDING THROUGH GOVERNMENT, CATHOLIC AND INDEPENDENT SCHOOL PERSPECTIVES : ARNCLIFFE PUBLIC SCHOOL AND ARNCLIFFE WEST INFANTS SCHOOL, SYDNEY NSW........................................................................................................................................... 59 INTERSCHOOL COOPERATION........................................................................................................................ 67 Factors hindering greater interschool cooperation............................................................................................ 70 QUALITY ASSURANCE AND PROFESSIONAL LEARNING......................................................................... 71 QUALITY ASSURANCE ............................................................................................................................................. 71 PROFESSIONAL LEARNING ....................................................................................................................................... 76 CURRICULUM
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