The Concept of Everyday Racism in Australia - Essay Example

RUNNING HEAD: RACISM TOWARDS INDIGENOUS AUSTRALIANS THAT OCCUR IN EVERYDAY SOCIAL CONTEXTS Racism towards Indigenous Australians that Occur in Everyday Social contexts Name Institution Date Introduction Tess a service station employee finds herself in trouble after she is fired by her boss because she refuses to follow his instruction of following two regular Aboriginal customers to check on whether they would steal from the store. Everyday racism is a phenomenon that frequently occurs in our society, as highlighted by the scenario in the script. This particular paper therefore seeks to describe everyday racism and how it occurs in society our society, its implications and how it can be resolved. Literature review The concept of everyday racism in Australia can be traced back to historic constructions that result from the aspect of the Australian national identity. Indigenous people have for a long time been the target of everyday racism (Ang, et al 2002). Scholars investigating everyday racism in Australia have concluded that ethnic diversity has resulted to the increase of poor ethnic relations leading to negative experiences among indigenous people basically because they are considered to be different. A research conducted by Ang, et al (2002) to investigate the experiences of everyday racism revealed that the respondents believed that there are certain groups of people that did not fit the Australian society. The most common groups mentioned were Arabs, Asians and the Indigenous Australia. Ang, et al (2002) highlight that this three groups have therefore been a common target for everyday racism. According to Vijay, (2007) everyday racism is process that involves the assimilation of racism into day to day circumstances through practices that trigger fundamental power relations. Some of the everyday situations include racism in areas such as school, work, walking into a store and the general public life. Vijay, (2007) further argues that daily life takes place in the context of the environment as a result racist actions in everyday situations become part of the everyday life of the victims. As a result as the racist activities continue in everyday life they emerge to be part and parcel of everyday life, the system therefore proceeds to reproduce what is known as everyday racism. Fulani, (1999) on the other hand describes everyday racism as not just a process, but rather as a common social practice or behaviour. According to Fulani, (1999) everyday racism is therefore a form of common place discrimination that may seem small and innocent but in some way it can bring about great implications on the victims social and mental health. The concept arose in the 1980s with an objective of highlighting the theoretical application of racial discrimination. Eliasoph,(1999) reveals that everyday racism can appear to be coded for instances a white teacher may comment on a Aboriginal student ,’’ How come you can write so perfectly ‘’ although the statement may not be consciously intended however through the use of such codes it can become a common social comment. The most regular manifestations of everyday racism are in form of name calling such as telling racist jokes and racist graffiti. According to Bhavnani & Mirza (2005) one of the effects of everyday racism is that it does harm the health of an individual, this include the social and mental health of an individual. Bhavnani & Mirza (2005) undertook a survey on ethnic minorities; the report indicated that everyday racism strongly affects the health of individuals. The findings revealed that about 50% of respondents, who had experienced verbal abuse, described their health as poor. In addition the respondents who reported that they have had an experience of being physically attacked also highlighted that they had problems with their health. The results of the study further revealed that everyday racism is connected to health challenges such as respiratory difficulties, psychosis depression and hypertension. Everyday antiracism on the hand can be described as the opposition of every-day racial inequality that makes up the popular culture. It basically involves the actions of ordinary people outside state control and the international framework in the quest for fighting against racism. Bonnett, (2000) highlights that everyday anti-racism necessitates rejection of false notions about the differences that exist among humans and treating people who are different as equals in daily basis. Furthermore everyday anti-racism requires not treating people as members of a certain race group with harms but rather it involves treating them with assistance. Bonnett, (2000) further argues that through practicing everyday antiracism, it is possible to alleviate everyday racism in our society. Lang, (2008) proposes that one of the strategies of counteracting everyday racism is through the formulation of instructional orientation. This basically involves educating the young generation concerning the fact that racism is not a good social behaviour to adopt. This will assist in equipping children with the information and values that will help make the world and the nation a better place, one that is free of inequality and discrimination. Lang, (2008) suggests that parents should point out to their children instances of everyday racism and discuss them. As a result the children will effectively learn how to recognize and avoid the range of ethnic-racial inequality and discrimination. Lang, (2008) highlights that; parents can also actively establish friendship with adults from other ethnic and racial groups. As a result children will realize that it’s okay to socialize with people who are different from you. Bhavnani & Mirza (2005) further propose that everyday racism can be described as an aspect that is much more of a personal choice, a result through establishing an instructional orientation whereby children as the future generation embrace other people and treat them as equals, in their daily living, it becomes possible to eliminate everyday racism . Counteracting everyday racism should also be implemented among adults through antiracism skills training. Bonnett, (2000) highlights that adults should learn to think before they speak. Whether one means something or not when describing a person from another race it is important to think first before speaking .Its generally essential to use the right language (Bonnett, ,2000) . Pollock, (2008) also proposes that is also essential to make assumptions. For instance; as highlighted by the rational Tesses’ boss believes that Aboriginals are most likely to be criminals and should be closely watched at all times. Eliasoph, (1999) argues that it is essential for adults to learn to examining the prejudice they hold and make adjustments on them in order to look at every person as an individual as opposed generalizing stereotypic views. Interactions with minority groups is also essential for instance attending their meetings and joining their projects and organizations. Polices can also be used in the elimination of everyday racism (Vijay, 2007). Vijay, (2007) highlights that; most incidences of everyday racism occur in institutions like schools and workplaces. The formulation of regulations or laws that constrain the application of any sort of unequal treatment to an individual from a certain ethnic group or race is therefore a key factor in eliminating everyday racism. Conclusion From the above analysis what is evident is that everyday racism is basically a form of common place discrimination that may seem small and innocent but in some way it can bring about great implications on the victims social and mental health. As highlighted by the script Tim who is Tesses’ boss does not seem to realize that what he is suggesting to Tess to follow the Aboriginal customers is actually racial discrimination. As highlighted by the literature there are adults who hold prejudice views about a certain race which may actually not be true. Based on the fact that Tess refuses to follow her bosses’ instructions, based on grounds of her moral belief that following the indigenous customers is racist and unfair, the rational provides two outcomes which are both positive and negative. What we can learn from Tess is that it is always important to stand firm on what you believe. Although Tess looses her job what is evident is that her boss Tim will be left thinking and reexamining his views about racism. The negative implication is that through encountering an individual with such racist views as Tim, Tess may be influenced into compromising what she believes about everyday racism. It is therefore recommend that an individual like Tess should attend antiracism skills training in order for them to get more information and knowledge concerning how to deal with everyday racism, and how to assist individuals who have racist views. Tess will also be given advice concerning the importance of facilitating social justice through everyday antiracism. Antiracism skills training are very much recommended not only for Tess but also for Tim the boss. In such kind of training Tim will be exposed to the notion that there is need to accept that although people of a certain race have been perceived in a certain negative manner it does not mean that all of them posses the negative behaviour. As indicated by the literature Eliasoph, (1999) proposes that it is essential for adults to learn to reexamine their prejudice and change their perception. In addition the training will also assist Tim to understand that treating people the same is vital everyday and everywhere even in his station. In conclusion it is recommended that any individual, who seems to have racist view points and finds him/herself in circumstances whereby they practice everyday types of racism, should attend training that will assist them to get over such kind of behavior. This due to the fact although everyday racism may be perceived as a small ordeal and an innocent act, in real sense it’s simply injustice and should be avoided. References Ang, I, Brand, E, Noble, G & Wilding, D. (2002). Living Diversity: Australia’s Multicultural Future. Special Broadcasting Services Corporation. Bhavnani, R & Mirza, H. (2005). Tackling the roots of racism: lessons for success. The Policy Press, 2005 Bonnett, A. (2000). Anti-racism Key ideas. Routledge. Eliasoph, N.(1999). "Everyday Racism" in a Culture of Political Avoidance: Civil Society, Speech, and Taboo ‘’. Information Integrity.4(46). Fulani, L. (1999). The Psychopathology of everyday racism and sexism. Harrington Park Press Lang, P. (2008). Race and Education Primer. Peter Lang primer. Pollock, M. (2008).Everyday antiracism: getting real about race in school. University of Michigan. Van Ausdale, D. (2002). The first R: how children learn race and racism. Rowman & Littlefield. Vijay , A.(2007). Interrogating race and racism. University of Toronto Press, 2007 Read More