With partners:
Questions for Reflection
1. It is helpful to reflect on how recent Victorian and Federal education policies have sought to define multiculturalism and address the realities of cultural diversity in Australian classrooms. An overview of these policies is included in this website as a starting point. What is interesting about much of this policy is that the definitions of multiculturalism are at times very broad. The Discovering Democracy policy from 1997 to 2004, for example, presents a definition of what multiculturalism is not, suggesting that rather than being a vehicle for special rights, multiculturalism is more of an equal opportunity policy which facilitates integration and emphasises the development of core, shared values over difference. Click here to access this.
2. Students are very aware of, and sometimes blindly accept, cultural stereotypes such as ?all Asians are smart?. But does this stereotype survive outside the classroom setting when students look at the achievements of people from a range of cultural backgrounds?
3. The teacher vignettes in this section reveal that there are many unique aspects of cultural sensitivity, and without specific knowledge of a culture, offence can easily be taken ? or given. Often these cultural sensitivities and customs relate to gender relationships, and respect for older people or unfamiliar people, customs that secular societies have worked to neutralise in the name of ?equality?. Which of the Nine Values might be most useful in managing such a complex range of cultural sensitivities?
To explore these questions further work through the four steps.