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International anti-racism approaches

What is anti-racism education at the school level?

• Core elements of anti-racism education policies and programs
• School governing body policies, guidelines and practices
• Leadership
• School-community partnership
• Curriculum
• Languages
• Student evaluation, assessment and placement
• Guidance and counselling (including careers advice and transition to work planning)
• Racial harassment policies and procedures
• Teacher education and staff development
• Employment practices
• Other research
• Conflict resolution in schools
• Youth programs for young people outside formal education and training

By examining selected countries and the collective efforts of the European Union, we have demonstrated that there is no overall consensus on the purpose of anti-racism education, its scope and the programs that come under the label of anti-racism education.

In developed countries, considered to have advanced systems of education, published material on anti-racism education is generally discussed in the context of equity in education, multiculturalism or management of diverse student populations.

In Australia, there seems to be general accord and commitment by all school systems that schools need to systematically address racism and have active interventions to counter and eliminate racism. This commitment stems from recognition that racism in all its forms has an extremely detrimental effect on student learning and the ability of teachers to teach and deliver desired curriculum outcomes for all students.

The key elements of school-based anti-racism strategies are:

• a commitment to schools imparting humanistic values, such as justice, human rights and civic responsibilities
• valuing of cultural and linguistic diversity which is reflected in curriculum, resourcing, and teaching practices
• a goal to achieve equitable outcomes for students from all backgrounds
• a focus on the school as a community with an internal environment and culture responsive to policy interventions through programs and prescribed practices.

Core elements of anti-racism education policies and programs

At the school level, across the countries profiled and within Australia, the following elements have been either prescribed as core to effective education to counter racism^[43] or variously put forward as best practice or good practice.^[44]



Source: Derived from the Canadian model which is comprehensive in its requirements for school boards to plan and implement policies that address most of these core elements.

The *major areas of focus of comprehensive in-school anti-racism programs meet, or are working towards, the following standards:

School governing body policies, guidelines and practices

All aspects of the governing body's organisation are underpinned by principles of anti-racism, including mission/vision statements, strategic plans, management plans and all areas of operation including policies, guidelines, programs and practices.

Leadership

Schools provide informed leadership on anti-racism issues and there is commitment by all staff to identify systemic inequities and barriers and support to enable them to do so.

School-community partnership

Schools develop constructive and open dialogue and partnerships with parents and community groups to increase co-operation and collaboration among home, school and the community. Partnerships involve the diversity of racial and cultural groups in their community in the development of anti-racism policies.

Curriculum

Curriculum, encompassing all learning experiences a student has at school, provides a balance of perspectives so that the values, experiences and achievements of diverse cultures are understood and respected by all students, regardless of their cultural background. Curriculum consciously examines and challenges the Anglo/Eurocentric nature of traditional curriculum and has as its guiding principle the development and selection of experiences that will equip students to function effectively in a culturally and racially diverse society.

Languages

Competence in the language of instruction is recognised as a pre-requisite for achieving successful outcomes from schooling. All students must be enabled to acquire competence in the official national language, including students with a first language other than English (or the national language), students with interrupted schooling who require an upgrading of their literacy skills, and students who speak a dialect or cultural variation of the language of instruction as their first language. Teachers in all curriculum areas recognise and affirm the importance of the language that the student already speaks.

Student evaluation, assessment and placement

A multi-faceted approach to student evaluation and assessment is used to provide a comprehensive picture of what students are capable of achieving. They take into account students' prior learning, their previous school experience, their cultural and linguistic backgrounds, including competence in the language of instruction. Cultural bias and stereotyping in standardised tests is recognised and adjusted for. Teacher perceptions and expectations are recognised as an influence on student outcomes and can be influenced by racial bias and stereotyping.

Guidance and counselling (including careers advice and transition to work planning)

Effective counselling which is responsive to the needs of all students is culturally sensitive, supportive and free of racial and cultural bias. It provides pro-active strategies to ensure Aboriginal and racial and ethnic minority students achieve their potential. Support in educational planning, life skills training, pre-employment skills development career orientation and planning places emphasis on students developing high expectations of themselves and enhances self-esteem and relationships with others.

Racial harassment policies and procedures

Racial harassment is demeaning treatment based on race or ethnicity. It can occur among students, teaching and support staff, administrators and other individuals involved in the management of the school. A clearly delineated process is in place for dealing with racial harassment involving staff, students and other individuals; staff are provided with knowledge and skills to identify harassment and respond effectively and the policy is communicated to all members of the school community and is monitored.

Teacher education and staff development

Skills development in anti-racism education should be an integral part of the teacher education continuum; pre-service, inservice and post-graduate for all classroom teachers. Staff development for all school staff is fundamental to the process of changing school culture and practices. All staff need to acquire the skills, knowledge, attitude and behaviours to identify and eliminate racial discrimination.

All aspects of the governing body's organisation are underpinned by principles of anti-racism, including mission or vision statements, strategic plans, management plans and all areas of operation including policies guidelines, programs and practices.

Employment practices

Equitable employment practices assist in achieving anti-racism goals by ensuring that the school workforce reflects and is capable of understanding and responding to the experiences of a culturally diverse population.

Other research

There are other areas of activity within education systems and institutions which address the core values or aims of anti-racism education.

Conflict resolution in schools

Many schools in the United States have adopted conflict resolution as a topic for discussion and study. Some of the programs in New York City are part of a broader peace education curriculum that also addresses prejudice, discrimination, sexism and racism. Evaluation of programs is scarce but the International Centre for Cooperation and Conflict Resolution^[45] has completed a longitudinal study that found:

• students reported feeling better about themselves and safer at school
• student mediators help solve large numbers of disputes
• disputes remain settled in a large number of cases
• teachers report fewer fights and more caring student behaviour
• administrators note improved attendance and a decline in suspensions
• less time is spent on disciplinary matters.

Conflict resolution is taught in Australian schools. It is practised in peer mediation programs in which trained students assist other students to resolve a dispute. In addition to confirming previous findings, an evaluation of dispute resolution in Australian secondary schools (Soutter and McKenzie, 1998) found that conflict resolution training gives students a greater tolerance for others.

Youth programs for young people outside formal education and training

The European Commission's Youth for Europe program^[46] supports a wide range of activities outside schools aimed at the active citizenship goals for Europe. They include youth exchanges, youth initiatives managed by young people, periods of voluntary service in other Member States, study visits and training activities for youth workers, information for young people and youth research.

^[43] Ministry of Education and Training, (1993) Anti-racism and Ethnocultural Equity in School Boards Ontario.

^[44] Blair, M; Bourne, J (1998) Making the Difference: Teaching and Learning Strategies in Successful Multi-Ethnic Schools. Research Report No. 59 Department for Education and Employment, United Kingdom; and US Department of Justice and US Department of Education Preventing Youth Hate Crime: A Manual for Schools and Communities lists four exemplary school level projects that meet these criteria.

^[45] In Inger, M (1991) Conflict Resolution in Schools. ERIC/CUE Digest No 74. ERIC Clearinghouse on Urban Education, New York.

^[46] European Commission (1995) Youth for Europe Program. Official Journal of the European Communities No. L87/10, 20.04.95.