Building Bridges
Building Bridges
MUP CUSTOMAn imprint of Melbourne University Publishing Limited187 Grattan Street, Carlton, Victoria 3053, t published 2009Text copyright Professor Fethi Mansouri, Dr. Louise Jenkins,Dr Michael Leach and Dr Lucas Walsh 2009Images copyright Copyright holders 2009Design and Typography copyright Melbourne University Publishing Ltd, 2009This book is copyright. Apart from any use permitted under the Copyright Act 1968 andsubsequent amendments, no part may be reproduced, stored in a retrieval system ortransmitted by any means or process whatsoever without the prior written permissionof the publisher.Every attempt has been made to locate the copyright holders for materialquoted in this book. Any person or organisation that may have beenoverlooked or misattributed may contact the author.Typeset in New Baskerville by J & M TypesettingEdited by Averil LewisProofread by Kate DanielIndexed by Kerry BiramPrinted in Australia by GriffinNational Library of Australia Cataloguing-in-Publication entryBuilding bridges : creating a culture of diversity / Fethi Mansouri . [et al.].ISBN: 9780522857597Notes: Includes index.Bibliography.Subjects: Cultural pluralism--Study and dy and teaching (Secondary)--VictoriaOther Authors/Contributors:Mansouri, Fethi.Dewey Number: 305.8009945
Building BridgesCreating a cultureof diversityFethi MansouriLouise JenkinsMichael LeachLucas WalshInstitute for Citizenship and GlobalisationDeakin University
ContributorsProfessor Fethi MansouriProfessor Fethi Mansouri holds a Chair in Migration and InterculturalStudies, is the Director of the Institute for Citizenship and Globalisationat Deakin University and the founding co-convenor of the Australia–Middle East Research Forum. Professor Mansouri is the author of manybooks including (with M. P. Leach) Lives in Limbo: Voices of refugees undertemporary protection (UNSW Press, Sydney, 2004), Australia and the MiddleEast: A frontline relationship (IB Tauris/Palgrave, London/New York,2006); and two edited volumes (with S. Akbarzadeh), Political Islam andHuman Security (CSP Press, UK, 2008) and Islam and Political Violence:Muslim diaspora and radicalism in the West (IB Tauris/Palgrave, London/New York, 2007). His latest book with S. Percival-Wood is entitled Identity,Education and Belonging: Arab and Muslim youth in contemporary Australia(MUP, Melbourne, 2008).Dr Louise JenkinsDr Jenkins is a Research Fellow within the Institute for Citizenship andGlobalisation at Deakin University. Her most recent work has been ascoordinator of a research project commissioned by the Foundation forYoung Australians. This project investigated the impact of racism uponthe health and wellbeing of young Australians, its particular focus beingon secondary school students from Indigenous, migrant and refugeebackgrounds.Louise is an experienced school teacher and has taught in thegovernment and independent systems at both primary and secondarylevels. At tertiary level she has extensive experience assisting pre-serviceteachers to understand the process of lesson planning and classroompresentation. Her work as a tertiary educator in the area of diversity andschools has given breadth to Louise’s understanding of education in amulticultural setting. As a Performing Arts Education specialist, Louisehas enjoyed bringing a creative aspect to the multicultural teachingmaterials presented in this book.Dr Michael LeachMichael Leach is a Senior Lecturer in Politics at Swinburne University ofTechnology, where he teaches Comparative and International Politics.v
His research interests include nation-building in the Asia-Pacific, andcomparative immigration and settlement policy.Michael is also an Australian legal practitioner, and officer of theSupreme Court of Victoria. He was previously a Research Fellow in theInstitute for Citizenship and Globalisation at Deakin University.Dr Lucas WalshAs Director of Research at the Foundation for Young Australians, DrWalsh coordinates, commissions and conducts research as part of anational agenda for improving the wellbeing of young people througheducation. His PhD examined the impact of education policy reformon Australian democracy during the latter twentieth century. Dr Walshalso co-edited a book with Michael Leach and Julie Connolly entitledRecognition in Politics: Theory, policy and practice.Previously, Lucas was Research Fellow at the Institute for Citizenshipand Globalisation, Monash Centre for Research in InternationalEducation (MCRIE) and postdoctoral Research Fellow of Democracyand New Media in the School of Communications and Multimediaat Edith Cowan University. He also managed the Online CurriculumCentre within the International Baccalaureate in the UK.He has worked as consultant for, and been invited to speak—locallyand internationally—on areas of participation, education and technological innovation. In 2009 he was commissioned by the NationalCurriculum Board to write an advisory paper on online curriculummodelling for the national curriculum and was invited to speak at theNational Curriculum Board Learning for the 21st Century Forum.vi
ForewordGiven the global uncertainties confronting societies today, the Teachingand Learning Modules are a timely and critically relevant componentin the education of Australia’s young people. Each day in schools acrossAustralia, students and teachers engage in the reality of diversity. Theirreactions to cultural diversity are shaped largely by their attitudes andperceptions. In the absence of objectivity and understanding, it is sometimes the case that limited beliefs create an equally limited and subjectiveworldview. The Teaching and Learning Modules provide a practical wayforward for schools to broaden their awareness and develop an informedand grounded understanding of the nature of Australia as a culturallydiverse nation.In addition to enhancing students’ understanding and sensitivitytowards cultural diversity, the Teaching and Learning Modules impartvaluable skills. The ability to investigate, explore and make informedopinions on issues including social justice and human rights, help tolessen the possibility to automatically judge a situation as ‘good’ or ‘bad’or a group as ‘us’ and ‘them’. The modules build and expand upon students’ and teachers’ existing knowledge of multiculturalism and socialdiversity through guided activities that both challenge and stimulate.The modules give both teachers and students an opportunity toreflect, debate and challenge new and pre-existing notions and ideasrelating to multiculturalism and social diversity. The application of thesemodules in Australian secondary schools will aid in fostering informeddiscussion between students and their teachers, and other members ofthe community on issues that directly impact on community cohesionand global harmony.The Teaching and Learning Modules are an enlightened step forward in embracing diversity as an educational advantage. I congratulateDeakin University’s Institute for Citizenship and Globalisation, ProjectLeader Professor Fethi Mansouri, and his team, on this excellentresource.Dr B. Hass Dellal, OAMExecutive DirectorAustralian Multicultural Foundationvii
AcknowledgmentsThese educational resources are the result of a longitudinal multidimensional project that investigated the management of cultural diversity insecondary schools and the potential for school-community partnership in improving schooling outcomes and social experiences for allconcerned. The research phase for this project lasted from 2003 until2008 and benefited from the dedication, professionalism and contribution of a number of research assistants and research fellows including,in chronological order, Anna Trembath, Sally Percival-Wood, AnneliesKamp and Louise Jenkins. Research fellows affiliated with the Institutefor Citizenship and Globalisation, in particular Michael Leach, also achief investigator on the project, and Lucas Walsh, played a crucial rolein the successful completion of the project and in developing the onlinepart of the resources. A number of external experts also provided valuable input into the finalisation of the Teaching and Learning Modules.These include Loretta Glass and Warren Prior from Social EducationVictoria, and Pat Hincks from the Victorian Curriculum AssessmentAuthority. The project also benefited from the input of an expert advisory panel that included Nuangwong Boonyanate, from the Departmentof Education and Early Childhood Development (DEECD), LynnPickles, DEECD, Philippa Lovell, from the Catholic Education Office,Chris Pierson, from Victorian Foundation for Survivors of Torture(Foundation House), Steve Francis from the Centre for MulticulturalYouth (now working with the Australian Red Cross), Jo Overell, from theDepartment of Immigration and Citizenship (DIAC), Angela Klinkatsis,Access and Equity Officer, DIAC, Wendy Morris, DEECD, and JulieHerbert, Victorian Association for TESOL and Multicultural Education.Research in schools and collaboration with school teachers wouldnot have been possible without the generous support of the schools’leadership and staff members. The kind support of Greg Williams, in particular, was instrumental in keeping the project at the now restructuredBroadmeadows Secondary College. We would also like to acknowledgethe support of Russel Davies, principal of Lyndale Secondary School andall those teachers and coordinators for their contribution and support.A special thank you goes to all the students who interacted freely withthe research team and spoke openly and passionately about their schoolsand their experiences as individual students with their own hopes andviii
fears for the future. We would also like to acknowledge the generousfinancial support received from the Australian Research Council and theScanlon Foundation. Other financial support was received from TelstraFoundation and Deakin University’s central grants schemes.We hope these resources will be of interest and assistance to all thoseteachers endeavouring to develop a deeper understanding of the roleof culture and cross-cultural understanding in education and aiming tooperate more successfully as teachers and most importantly as humanbeings.Professor Fethi MansouriProject LeaderMelbourne, July 2009Acknowledgmentsix
Message from the ChairpersonVictorian Multicultural CommissionBuilding a multicultural society takes time. Just as successive waves ofmigration helped shape our multicultural heritage over generations, sodo the virtues of mutual respect and acceptance develop over time.Education is a catalyst for this understanding. It was Mark Twain whosaid, ‘If you think knowledge is dangerous, try ignorance.’ It’s a messagethat underlines the critical role that schools play in our community. Askey influencers, educators raise awareness and advance knowledge andunderstanding about cultural and religious diversity; our schools can beharbingers of social harmony.By promoting knowledge of people’s cultures and inclusive attitudes,educators can help prepare students for their roles and responsibilitiesas global citizens with an appreciation of the inherent benefits of cultural, linguistic and religious diversity.I commend the authors and researchers of this publication andthank those who have been supportive of the project, including theDepartment of Education and Early Childhood Development.Building Bridges: Creating a culture of diversity is an apt title, and onethat also defines this State’s commitment to multiculturalism—to find acommon strength through the celebration of our differences.George LekakisChairpersonVictorian Multicultural Commissionx
Table of ContentsPart 1: A Model for Best Practice1Preamble and Introduction1.1 Preamble1.2 Introduction2School Structures and Parent Involvement2.1 Cultural Diversity Charter2.2 Parent involvement3Curriculum and Pedagogy3.1 The process of learning: open, critical and relevant pedagogy3.2 The content of learning: contestable curriculum4Teacher Support Materials (TSM)4.1 TSM design4.2 Resourcing and training with the TSM5Community Partnership and External Factors5.1 The education establishment5.2 Resources and external funding5.3 Community organisations6Cultural Diversity ChecklistsChecklist 1: Cultural Diversity CharterChecklist 2: Pedagogical PracticeChecklist 3: Curriculum as a Cultural ResourceChecklist 4: Engaging CALD ParentsChecklist 5: Community PartnershipsPart 2: Teaching and Learning ModulesOverviewIntroductionAdvice to TeachersModule 1Unit 1: IdentityUnit 2: Cultural diversity and multiculturalismUnit 3: CitizenshipUnit 4: Cultural stereotypes and the mediaxi
Module 2Unit 5: Expectations of self, family and teachersUnit 6: Developing positive relationships at schoolUnit 7: Curriculum, school and cultureUnit 8: Cultural and ethnic tensionsPart 3: Parent ModulesIntroductionModule 1: Engaging NESB Parents and Assessing NeedsModule 2: Organising a Meeting with NESB Parents (1)Module 3: Organising a Meeting with NESB Parents (2)Module 4: Understanding the Australian Education SystemModule 5: Facilitating Parental Involvement in Schools (1)Module 6: Facilitating Parental Involvement in Schools (2)Module 7: Hosting a Ramadan DinnerModule 8: Hosting a Community Cultural EventAppendix AAppendix BAppendix CAppendix DAppendix EAppendix FxiiBuilding Bridges
Part 1A Model for Best Practice
CHAPTER 1PREAMBLE AND INTRODUCTION1.1 PreambleThis Model for Best Practice provides a framework for effecting positive‘whole of school’ change in culturally diverse schools. It is a document toguide schools through a series of resources developed by the Diversity—An Educational Advantage Project undertaken by Deakin University(2003–07) and funded by the Australian Research Council and theScanlon Foundation. The package of resources developed by the Project,and referred to in this Model, includes: online Teacher Resource Materials (TSM), www.teachingdiversity.org.au online TSM User Guide, www.teachingdiversity.org.au/How touse.php A Model for Best PracticeTeaching and Learning ModulesParent ModulesThe Model steers schools towards a deeper understanding of the natureof its community as a microcosm of Australian multicultural society. Itis aimed not only at developing this understanding of diversity withinthe boundaries of the school, but beyond: by engaging parents, families,and the broader community, as well as students, teachers and staff. As3
indicated by the scope of the resources developed by the Project, engagingeach of these interlocking groups has the potential to enrich the educational experience and improve educational outcomes. Most importantly,this Model’s interface between the Project resources and external linksset out in each section are intended as practical tools in support of structural change in culturally diverse Australian schools. Together with thefive Checklists at the end of the document, the Model provides a comprehensive framework for strategically developing cultural diversity as aneducational advantage in Victorian secondary schools.1.2 IntroductionIt is generally accepted that Australian society is increasingly diverse withmore of its citizens born overseas, and in a greater variety of countries,than was the case even two decades ago. The multicultural nature ofAustralian society is reflected in our schools, as students’ diverse cultural backgrounds and unique learning styles are demanding a freshapproach to school management, curriculum design and teaching practice. It was this increasing diversity and complexity in schools to whichthe Diversity—An Educational Advantage Project responded.The Project adopted a partnership approach with school communities through active engagement with community organisations, parents,students, senior staff and teachers. Three major components were developed to meet these objectives: engagement of an in-school cultural diversity facilitator;active research and evaluation with students, teachers and parents;development of teaching resources supported by professionaldevelopment.The Model for Best Practice brings these three approaches togetherwithin one framework to help schools manage and positively embracecultural and linguistic diversity. It sets out strategies for social inclusiveness, curricular and pedagogical responsiveness, and works towardsimproved educational outcomes. The online TSM and its supportingUser Guide and Teaching and Learning Modules are central to theseobjectives. Facilitating strong partnerships between schools, families andtheir local communities is supported by the Parent Modules reflecting themore holistic approach in this multidimensional transformative Project(see Appendix A). This holistic model has been strategically designedto inform and influence the further development of multicultural4Building Bridges
education policy and practice at state and national levels. It is informedby: changing social and economic factors that are resulting in moreculturally complex societies locally and globally; new theoretical perspectives such as critical race theory; and education policy transitions on bothstate and federal levels. An introduction to these factors and conceptsof cultural diversity in education can be found on the online TSM—goto ‘Context’ at www.teachingdiversity.org.au/Context and explore thelinks imbedded in these sections: What does it mean to be a culturally diverse society?Diversity and CurriculumDiversity and Multiculturalism: A Policy PerspectiveTheoretical PerspectivesPart 15
CHAPTER 2SCHOOL STRUCTURES ANDPARENT INVOLVEMENT2.1 Cultural Diversity CharterVictoria’s Department of Education and Early Childhood Development(DEECD) asks schools to take into account their charter goals and priorities, along with key legislative requirements, state-wide curriculum andother guidelines, when planning their staff structure and profile. Thisexercise ‘should reflect goals and priorities as described in the schoolcharter and may change as charter goals and priorities alter.’ In terms ofintegrating a commitment to cultural diversity across the school community, some schools have gone further by developing a Cultural DiversityCharter which enshrines the school’s commitment to: 6reconciliation and acknowledgment of Indigenous peoples;empowering members of the school community to understand theirrights and responsibilities;acknowledging core values such as trust, resilience and thedevelopment of social conscience;identifying and catering for the educational needs of students fromdiverse backgrounds;celebrating the strengths of diversity;encouraging participation irrespective of gender, age, religion,ability, sexual orientation, cultural and linguistic background.
Such a charter makes a significant contribution to the structural andpsychological transformation of the school community and respondsdirectly to the Multicultural Victoria Act 2004. See Appendix C for anexample of a Cultural Diversity Charter.Resources: School structures The key implications of the Multicultural Victoria Act 2004 forschools are at Appendix B. See: pagesdisplay/about us .See the new Multicultural policy, 2009, at PagesDisplay/PublicationsAll of Us Victorias Multicultural Policy?OpenDocument .All of us: Multicultural perspectives in Victorian schools,(Education: A resource kit) has been designed to support theabove policy. It will soon be available to schools.The Effective School Module provides a lens through whichschools can think about their whole school approach toperformance, plans and priorities. See: esources/english/improvstudlit.htm .Victoria’s Department of Education and Early Child
I commend the authors and researchers of this publication and thank those who have been supportive of the project, including the Department of Education and Early Childhood Development. Building Bridges: Creating a culture of diversity is an apt title, and one that also defi nes this State’s commitment to multiculturalism—to fi nd a
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Page 1 of 5 Bridges Lesson Plan 5/21/18 Unit Topic: Intro to Bridges Activity Name: Lesson #1, What is Bridges? This lesson plan is a great way to introduce your students to the Bridges Program. This lesson can be used as a student advising tool that provides an interactive acti
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