In Shane Houston’s article ‘Education
is the key to stamping out racism’, the deputy vice chancellor of University of
Sydney argues that cultural competency education needs to start at university.
In the article, which appeared
on the Sydney Morning Herald in May
this year, Mr Houston discusses the “casual undercurrent of racism” in
Australia, sparked by Eddie McGuire’s “now infamous” suggestion that Sydney
Swans star Adam Goodes promote the musical King Kong.
Such casual racism can be
classified as covert racism, or ‘micro-aggressions’ - a term coined by
psychiatrist Chester Pierce in the 1970s, which refers to subtle racist
injuries, often not intentionally ill-meaning, but still extremely damaging.
While I agree with many aspects
of Mr Houston’s column, I believe that cultural competency education needs to
start much earlier than university. Moreover, I cannot help but question
whether Australia’s education system can rise to this mammoth challenge.
In her journal article on school
micropublics, Christina Ho writes that while some public schools in New South
Wales may serve as effective sites for cross-cultural engagement and
transgression, she expresses concern about how the growing trend towards
private schooling is driving cultural and social segregation.
Approximately two thirds of
secondary school students (60 per cent) in Australia attend public schools,
while a substantial one third attend private schooling (22.3 per cent Catholic
schools and 17.8 per cent Independent schools) (ISCA, 2012). Ho’s study of these private school enrolments
found that most private schools were zones of “cultural exclusivity” (2011, p.
608), with discrimination at the very core of their ethos. Furthermore, her analysis found that on
average just 22 per cent of students enrolled in independent schools came from
a language background other than English, compared to 52 per cent for public
schools. (Ho, 2011, p. 607) This was even more pronounced in some of the
wealthiest independent schools.
As a result of the withdrawal of
children to the private sector, public schools are increasingly left with the
“residual” student body, she says, that being students from poorer backgrounds
and, often, disadvantaged migrant backgrounds. (Ho, 2011, p. 610)
“It would be difficult to argue
that these schools are well placed to nurture cross-cultural understanding and
respect.” (2011, p. 610)
I cannot help but agree with Ho
here. A school that bases itself on cultural exclusivity and discrimination is
not in ideal learning ground for cultural competency and such an upbringing
could significantly influence students’ attitudes and propensity to engage with
culturally different people throughout their lives. The white and middle class flight to private
schooling means students are less able to develop multicultural understanding
and capacities of negotiation and respect. If we segregate children by cultural
and social background from the get go, how can we not expect this to perpetuate
into social reproduction?
Even if we are to focus more on
cultural competency in school curriculum, the current structure of schooling in
Australia is likely to only perpetuate cultural divide and racism.
References:
Ho, C. (2011). Respecting the
presence of others: School micropublics and everyday multiculturalism. Journal of Intercultural Studies, 32(6),
603-619.
Houston, S. (2013). ‘Education is the key to stamping out racism’,
Sydney Morning Herald, 31 May 2013, retrieved 20 October, 2013, from:
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