How to combat racism in schools and create positive learning environments - Essay Example

How to combat racism in schools and create positive learning environments Australia, a modern democratic society, has been created by the contributions of various immigrants coming from different parts of the world. It thus reflects the true nature of what is perceived as a multicultural society. “Australia has become and continues to evolve as a society of diverse cultures oriented to a common core of political, social, economic and cultural institutions… “multiculturalism” [in the context of Australia], carries three key implications – heritage culture preservation and survival, inter-cultural engagement and synergies, and capacity to operate as global citizens” (Jakubowicz, 2009, 1). These implications can be best integrated into the modern social fabric, through the values imparted through education while teaching school children. A school is the best place to impart education on religious, cultural, gender and social equality; and to train young minds to look beyond all kinds of disparities, and to respect each other’s values and cultures. There are many ways a school can create an environment that can be positive, safe, and well suited to bring about a change in social racism. The learning environment in a school that has a safe and positive attitude would: Serve to optimize the learning capacity and academic accomplishment of a student. Help its students to take an active part in the well being of their community and also teach them to serve the society, at large. Help the students to foster a community feeling, and would assist in nurturing values that would support this cohesive psychology. A learning environment is a part of the strategic plan that is developed on key concepts, like the basic core curriculum and a quality framework. “It embraces the physical and the psycho-social environment and is meant to help stimulate the pupils and apprentices in their personal development and identity. The Strategic Plan is furthermore meant to contribute to the development of ethical, social and cultural competence and to the ability to understand and take part in democratic processes” (The Learning Environment in Schools and Training Establishments, 2005). A positive learning environment will discourage all kind of racism, violence, vandalism, or even bullying, while taking care that each student is given equal attention, and all their problems taken care of. While developing this positive learning atmosphere within a school educational framework, the teacher forms the most important resource. However, it is not the duty of one individual teacher to create this positive environment; and there must be the active support of all his colleagues, the school authority, the community members, and even the school children. This framework would serve to impart a positive attitude to the entire school community as a whole, and encourage them to: Cherish unity in diversity Work towards achieving a safe haven, and promote the well being of self and others. Work as a team and cooperate with others, and at the same time to be just and responsible towards all relationships, be it at school, office, home, or in any other social affiliations. To contribute towards effective implementations of all strategies, that work to create a cohesive and safe atmosphere in the school. To work towards an effective implementation, a teacher must also take a certain amount of individual responsibility. As for example, if a teacher sees racism he should immediately take a positive step towards removing such instances. When the incident is observed, the teacher should follow the following steps: First he has to make sure that it was indeed an act of racism. Sometimes students are seen to use words without knowing their actual meaning, and the teacher needs to analyze the situation carefully. If he thinks the entire situation has originated from ignorance on the part of the student, then in such a case a class on etymology would be more relevant. If the incidence appears not to have originated from ignorance on the part of the offender, it is best to confront him (student/teacher/ or any member or the staff, or community) at that very instance. The reconstruction of the offensive scenario is very important to understand all its aspects and comprehend the parts that were perceived and parts that were overlooked or missed. It is also quite necessary to get complete clarification from all concerned parties, the offender, the victim and others present at the scene. Immediate confrontation and reconstruction is important as it helps to give a better and a more honest picture, since the incident is fresh in everyone’s mind. Once it has been confirmed that the incident was indeed an act of racism, one will have proceed carefully, keeping in mind that he has to work in such a manner so that such incidents are not repeated. The offense has already happened, so it is already in the past; one would work towards achieving a future that is free from such offenses. So all progressive actions have to be aimed towards the present and future only. The offender must be spoken to, and made to feel that he has committed a crime. He must be made aware of his grave fallacy, and made to feel ashamed. Here one should also try to understand as to why the offense had taken place, and deal with the offender accordingly, so that root of the problem can be accessed and dealt with. The victim must be dealt with empathy, and must be safeguarded and taken care of, so that he does not undergo any mental trauma. The offender should be clearly stated, in no uncertain terms, that racism has no place in a multicultural society and such behavior would not be tolerated under any circumstances. He should be made to understand that a community functions, only when all its members cooperate and respect each other’s values and customs. In the next step, both parties, the offender and the victim, must be assisted in speaking to each other, where they can discuss the whole incident. A teacher should under all circumstance take care that: The offender is not allowed to scot-free; and racism is never tolerated. The offender comprehends that what he has done is similar to act of cardinal sin. The parents of both the parties, the offender and the victim, are contacted, and if necessary all of them made to sit and discuss in a round table meeting. The offender really understands the graveness of the scenario; and does not only pretend to be sorry to get away lightly. If the offender really understands the graveness of his crime, chances are that, he will not repeat the same mistake. To prevent racism in schools, a teacher can create a framework for certain activities that promote harmony. These are: Sports activities: this is an activity that promotes harmony, as it includes various members from diverse backgrounds to group together to form a team. Students can be asked to make projects that showcase the advantages and positive sides of diversity; as for example a project on finding recipes from various parts of the world would enable students to appreciate the food from diverse cultures and religions. ‘Buddy programs’, where a senior can buddy his junior, or a good student can buddy a student who shows below average performance in class. This would also help to promote a feeling of kinship and oneness amongst students, and in future would help to remove all negative attributes associated with racism and violence. References Jakubowicz, A. (2009). Cultural Diversity, Cosmopolitan Citizenship & Education: Issues, Options and Implications for Australia. [internet article] Accessed at, http://www.aeufederal.org.au/Publications/2009/AJakubowiczpaper.pdf. The Learning Environment in Schools and Training Establishments. (2005). A strategic plan for the learning environment in primary and secondary education in Norway. Directorate for primary and seconday education. [internet article]. Accessed at, http://www.udir.no/upload/Brosjyrer/learning_environment.pdf. Read More