Racism as One of the Major Social Problems in Australia - Assignment Example

Exam Part 1 1. Racism Racism has been ongoing in Australia since colonial times, back when they colonization was present at the hands of the British. This led to too many indigenous Australians experiencing denial on their rights. When the British came to Australia many Australian natives, went to move to the reserves because the British could not agree to interact with them. Not all the indigenous Australians ever had the opportunity access to education this making them not to have any knowledge to protect themselves. In extreme cases, they were not to get married until they got permission from the government to do so. Racism is a vice we all know of and have at least been affected by in one way or another. Consequently, it is disheartening that it is still presented in many Australian indigenous up to date. 2. The Royal Commission into Aboriginal Deaths in Custody The number of deaths experienced in the Australian jails, in the 1980’s, was massive, causing people to speculate. This posed a potential problem that would escalate between the citizens and the government if it continued. The allegations were that most of the persons that were arrested by the police ended up dead. The Royal Commission into Aboriginal Deaths in Custody came into being in 1987 due to this reason it was to investigate on the allegations. In the course of their inquiry, it was clear that the police and its staff were not the ones responsible for the deaths. The reason was as a result of more indigenous Australians being arrested compared to the non-indigenous, and thus the deaths reflected the indigenous persons only. This is according to the year 1990 to 2007 the deaths, however, were because of the law enforcement and the authorities not taking care of the prisoners. They hence succumbed to sickness and poor living conditions, which eventually lead to their deaths. This, however, would have been brought to light early on if they investigated on the speculations and carefully studied the coronary report. 3. Land rights The land right of the indigenous Australian people has been a struggle, facing resistance from various doctrines like terra nullius. The land right is right for the indigenous individual(s) to control a given piece of land. There is no limitation on what to do with the terrain as it belongs to them. They may decide to use it for farming to get their basic needs, use it as a representation of rank or use it as an identity. The land may also be religiously used as a sacred place for prayers. The land also connects us to the earth and makes us one. The number of uses all reflects the need to own a piece of land with even the daily income coming from it. 4. The Stolen Generations Stolen generation in the Australian natives was most common in 1869 to 1969, but in some parts, it was still present even in the 1970s. These entailed the colonizers going to all homes and take children from their parents and take them to their countries for slavery. Stolen generations had a severe impact on the indigenous Australian’s since it slowly reduced their population as time elapsed. In 1915, an Act came up to protect children from separation with their families unless they experienced neglecting or abandonment by their parents. Australian indigenous residing in many jurisdiction got protection from aboriginal protection board. 5. Caring for country The Australian government recognizes that the natural resources are valuable and need managing. In this spirit, they enhanced caring for the country they worked with the indigenous people in the management process. They recognize that they have a bulk of information that is useful in dealing with protecting the land and resources. The fresh water and sea, as well as the biodiversity, are also evident in this plan. The various programs are to protect the environment in terms of the indigenous areas and reef rescue lands. The government partners with the indigenous groups that support the same course in emissions that causes pollution. They also provide funding to these projects, as they close the gap between the government and the indigenous people for the environment’s best interest. This ensures the programs do not struggle to effectively carryout their tasks. Part 2 1. School as a sacred place The indigenous Australian faced a predicament in their education methods for it to be a success. In most cases, education was out of reach to many Australian natives. The British had a method of only offering the indigenous people with minimum or no education at all. They made sure people only knew how to differentiate minor things. This is just in case, their bosses had to send them instead of giving them education to better their lives. The approach, taken in this context, is part of Sarra’s story and various publications. A comprehensive system undergoes formulation to make the curriculum more diverse for the student not to feel limited. In the approach, students will have a variety of studies to choose from which will also involve knowing their culture, sports, artwork and talents. This, in turn, makes students proud of what they are and where they come from and reduce the practice of racism or discrimination. It will not only focus on studies alone but also open doors for all students who have exceptional abilities rather than in reading. (Lee 2009). Aboriginal children in Australia did not have proper studies as per government requirements. In this case, the teachers never actually cared whether the students attended classes or not. Even the teachers did not posses determination in coming to teach during their classes. In many schools children used to curse at the teachers, break windows or even run on the roof not thinking of the damage this would cause to their school. Discipline brings about a structure in the school a structure consists of rules that children need to follow while at school. The children in Cherbourg State School do not have a guideline to follow and thus do as they, please. The teachers themselves do not question the children and thus they have no sense of responsible behavior. The school is a place where this purpose should be emphasized and taught to the children. The message that the approach will stand for is hope for school, teachers and children. The use of ruthless punishment to solve disobedience will not be exercised at the school. If the children are aware there is another way that they can live their lives, they will be open to it. The race that the children belong to does not necessarily dictate who they will become in the future. If their parents instill in them that they can never be better than they can, the approach counter affects this. Even though, the children agree with their parents, they would discover to have conceit in themselves to know they can succeed. The path of success may not be a smooth one, fine, but that does not mean they should quit. On the contrary, it should motivate them to forge ahead and overcome all the challenges to become better people (Charlesworth 1984). Change will be the main highlight of the approach in bringing up the learning level in the school and community. Change will gain experience in such a way that there will be consistency in learning. Students will need to come to school on a scheduled time and not anytime, they fill like. Introduction of new teaching skills and more welcoming techniques that would make children change their thoughts about going to school. By introducing new approaches in the methods of studying, will lead to a positive impact on the community, hence making it easier to operate the school. This is because the parents will all be in support of the good work the school is trying to do. Accountability shall be in attendance in such a way that teachers will have to monitor the students who have not turned up for school. Make sure that the students are able to read and write as required. As well, as acknowledge that no parent will want their child not to have the best in life. The teachers will have to consider the treatment they offer to the children if they would want that for their own. The sense of responsibility will be crucial to the children also; they will need to complete homework, be on their best behavior and attend school. The teachers will get targets for their performance in school, where the highly performing will get rewards. They will get a bonus pay their contracts extended and even be up for promotion. They will need to be reflective and use their own experiences to see how without being responsible the fate will be less fantastic. They should see the distractive path that the children may take. If they use this knowledge, they have acquired they will better the society as well as the children’s lives. 2. Difference between practical approach and reconciliation approach In the process of solving the aboriginal Australian problems, two approaches would be used, the rights-based approach or the reconciliation approach. The two are distinctively different in many aspects the practical approach forms the basis on the use of international laws already present. The government needs to be accountable for socio-economic occurrences, and they have an obligation to the laws provided on this that are part of the norms in human rights. According to Darren, “establishing fundamental principles to guide policy development – such that Indigenous peoples are not discriminated against and are provided with equality of opportunity, including through recognizing their distinct cultural status” ( Australian Human Rights Commission 2007, Harrison 1997). The government is obligated to respect, guard and protect its citizens. They are not to bring harm to the Australian citizens, and hence they should find measures to prevent this. On the other hand, reconciliation considers the social, cultural and political aspects. It considers all the parts not only the personal aspect but also the larger population of the country. The method is to find long-term solutions for the problems in order to structure a long-term plan. The reconciliation movement began in 1967 with a majority of the Aboriginal Australian wanting the Commonwealth to take charge in making their decisions. The apology from the Prime Minister Kenn, also provided the avenue to start reconciliation. It is evident that reconciliation is as a result of a preceding action. In the reconciliation process, the old ideas take the same avenue as the new ones. This is because both sides need to be considered the old wealth of the indigenous Australian is vital. It may also be discriminative in omitting it. The reconciliation movement considers the Aboriginal Land Rights Act as well as sovereignty of the indigenous Australian. (Patricia 1985). It is hence evident that a practical approach is diverse from the reconciliation. They differ in the definition and in terms of the numbers and the people it affects which one considers the indigenous people more and which is the fit method in terms of circumstances. References Charlesworth, M. 1984. Religion in aboriginal Australia: an anthology. Brisbane: University Of Queensland Press. Davis, S & Prescott, J 1992. Aboriginal frontiers and boundaries in Australia. Melbourne: Melbourne University Press. Edmunds, M. 1998. Regional agreements: key issues in Australia. Australia: Native Title For Research Unit. Harrison, B. 1997. Aboriginal issues: racism in Australia. Switzerland: World Council of Churches. Lee, E. 2009. Australia: economics, political and social issues. New York: Nova Science Publishers. Patricia, H. 1985. On prospects for the establishment of an inter-governmental human rights commission in the South Pacific. Indonesia: Lawasia. Peterson, N. 1976. Tribes and boundaries in Australia. Australia: Australian Institute Of Aboriginal Studies. Saria, S., David, A. and Bryan A. 2001. Aboriginal Australia & the Torres Strait Islands: Guide to indigenous Australia. Australia: Lonely Planet Publication. Toussaint, S. 2004. Crossing boundaries cultural, legal, historical and practical issues in native title. Melbourne: Melbourne University Press. Read More