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Owning Racism – Can We Talk?

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Owning Racism – Can We Talk? Owning Racism – Can We Talk? Symposium Report Owning Racism – Can We Talk? A symposium hosted by the Immigration Museum, Museum Victoria 23 & 24 August, 2012 Page | 1 Owning Racism – Can We Talk? Table of Contents Abstract 3 Key observations 4 Welcome to country 6 Caroline Martin, Manager, Bunjilaka Aboriginal Cultural Centre Opening address 8 Dr Patrick Greene, CEO, Museum Victoria First Key Note 10 Bonita Bennett, Director, District Six Museum, Cape Town Part One Methodologies for change Part Two Unity does not grow wild First Plenary 19 Research – Methodologies around engaging with racism Second Plenary 31 Best practice First Breakout 42 Youth – Growing up in multicultural Melbourne Second Breakout 43 Anti-racism policy developments Third Breakout 49 Cyber-bullying in the classroom Third Plenary 51 Museums – Learning in public spaces Second Keynote 64 Indigenous identity and representation Richard Frankland, Singer, Writer, Actor, Activist Fourth Plenary 77 How creative practice deals with the issues Fourth Breakout 94 Education – Capacity building, intercultural understanding, Multiculturalism in the classroom Fifth Breakout 97 Media – Mirror, mirror on the wall … Has the media moved beyond the ‘white picket fence’ view of Australian society? Summary 112 Page | 2 Owning Racism – Can We Talk? Abstract The two-day symposium Owning Racism – Can we Talk? – a symposium for academics, service providers and arts practitioners – is the first major initiative to emerge from Identity: yours, mine, ours, a permanent exhibition launched at the Immigration Museum in 2011. The symposium brought together a community of practitioners and academics to speak about their research, program work, service delivery or study around themes exploring racism and cultural and social intervention in order to facilitate social cohesion. Examples of research and/or practical applications in youth engagement, CALD connections, multicultural and cross-cultural exchange, refugee and asylum support services were explored. The symposium and associated events was intended to position the Immigration Museum as an instigator of, as well as a responder to, these challenging and often confronting issues. In this way, the Immigration Museum intended to bring together like-minded practitioners to share ideas, methodologies and practices to engender genuine social change in the areas of prejudice and racism. The symposium provided a forum to: • Share methodologies across disciplines in areas of social intervention, anti-racism projects, applied theory in community practice; • Highlight key research in related fields; • Provide practical examples of project work and case study evaluations; • Showcase best practice by museums, schools, universities, local governments, arts, non- government organisations, etc; • Encourage active and ongoing networks and collaborative partnerships The Immigration Museum’s commitment to challenging racism and promoting diversity has resulted in best-practice models being established within the organisation, including Identity: yours, mine, ours; as well as more broadly through program/project development, including Talking Difference, VicHealth – Arts About Us funded program. Museum Victoria is also engaged as an ARC research partner with Deakin and Melbourne Universities on the project Using museums to counter racism and increase acceptance of diversity among young people; as well as with Deakin University on Museums as sites of learning, and with Victoria University on Collaborative exchanges with museums to engage students in experiential learning and citizenship. The symposium provided a forum for exchange on current practice, thereby encouraging the emergence of cross-disciplinary dialogue in order to inform recommendations that build on existing best-practice models. The symposium also facilitated knowledge exchange and built an interdisciplinary community of practice focused on current activities being undertaken in Melbourne and Victoria. Page | 3 Owning Racism – Can We Talk? Key observations The following key observations are intended to provide a sample of the discussions that resonated during the two-day event. This is not intended to be a comprehensive summary of presentations but rather indicative of some of the issues raised. Research Racism is individual, institutionalised, and systemic and has a negative impact on education, mental and physical health, employment, homelessness, crime rates and social cohesion – just some of the visible and hidden costs of ignoring, or not dealing with, racism. While there is the obvious moral argument for opposing racism (that it is morally and philosophically wrong from a human rights perspective), there is also the pragmatic argument that racism damages its victims and others by distorting social relations and undermining people’s opportunities, all of which has a number of damaging, long-term flow-on effects. Racism is causal, rather than symptomatic, of social disadvantage and dysfunction. This is borne out through research and statistical analysis, and documented real case studies. Racial divisions are being entrenched as a result of lack of holistic planning by governments, federal, state and local. Policy Government funded and systemic change is critical so that grassroots community empowerment and action can affect social change in relation to racism and discrimination. A holistic planning and policy approach that reduces isolation and nurtures connections within and between communities will contribute to the building of a cohesive, inclusive and healthy society. This must move beyond self-congratulatory multicultural social awareness campaigns, and towards deeper acknowledgement of our shortcomings and complicity. This includes an honest recognition of individual privilege, be it cultural, gender, ability, age, socio-economic background, or geographic location. Education Schools can play a critical role in tackling racism from an early age by embracing current curriculum objectives around inter-cultural learning and understanding that are most effective when they are lived and not just taught experiences. This in turn prepares schools to become safe and harmonious places where students can realise their potential, part of which helps students to understand diversity and become more informed and active citizens. The Department of Education and Early Childhood Development (DEECD) and associated government agencies have a critical role to play in identifying, understanding and creating a safe place for all students to learn without fear of bullying, harassment, and discrimination. Page | 4 Owning Racism – Can We Talk? The impact of social media and the consequences of cyber-bullying on young people cannot be underestimated. Parents, teachers and communities need to recognise the risks involved in this ever-complex landscape of communication where there is a balance to strike between encouraging free and independent Web access for young people, being prepared to act to support young people at risk, and encouraging them to support one other against bullying peers. Formal and informal learning’s can have a cumulative positive effect on people’s understandings about racism, the breaking down of cultural stereotypes, alleviating fears and anxieties about difference, and changing people’s attitudes and behaviours – this form of community education occurs beyond the classroom, in theatres, museums and art galleries, community festivals, sporting arenas, and online campaigns. Community Our collective investment in a truly multicultural society can attenuate threat and reduces prejudice by being inclusive of all groups and enable an active commitment towards social change. This holistic activism requires making anti-racism a common cause that is owned, advocated and lived by everyone. Indigenous Genuine reconciliation is impossible without acknowledgement of indigenous rights and past injustices at every level of government and the community. This includes the identification and acceptance of government failings with regards indigenous education, health, social services, housing, and land rights. The Federal Government’s Apology to the Stolen Generations (2008) was a critical first step, requiring follow up with genuine action. Broad community education is essential to public learnings about the diversity of indigenous cultures and languages, and the recognition of Aboriginal peoples as Australia’s First Peoples. Anti-racism strategies and action must have Aboriginal rights and recognition, and the embracing of indigenous cultural understandings at its core. Real change The symposium explored many examples of grass-roots projects that are tackling racism, providing best-practice models, including those led by local and state government agencies, museums, creative practitioners, sporting associations, community organisations and youth (particularly multicultural) organisations. Symposium Co-convenors Tatiana Mauri and Moya McFadzean February 2013 Page | 5 Owning Racism – Can We Talk? Symposium Report Owning Racism – Can We Talk? A symposium hosted by the Immigration Museum, Museum Victoria 23 & 24 August, 2012 Page | 1 Owning Racism – Can We Talk? Table of Contents Abstract 3 Key observations 4 Welcome to country 6 Caroline Martin, Manager, Bunjilaka Aboriginal Cultural Centre Opening address 8 Dr Patrick Greene, CEO, Museum Victoria First Key Note 10 Bonita Bennett, Director, District Six Museum, Cape Town Part One Methodologies for change Part Two Unity does not grow wild First Plenary
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