a planning and evaluation tool for western australian schools countering racism

a planning and evaluation tool for western australian schools countering racism

TITLE: Countering Racism: A Planning and Evaluation Tool for Western Australian Schools SCIS NO: 1483974 ISBN: 978-0-7307-4372-9 Department of Education [2010] The Department of Education acknowledges the contributions made by the Office of Multicultural Interests to the development of this document. Reproduction of this work in whole or part for educational purposes, within an educational institution and on condition that it is not offered for sale, is permitted by the Department of Education. This material is available on request in appropriate alternative formats including Braille, audio tape and computer disk. Department of Education 151 Royal Street East Perth WA 6004 ISBN-13 978-0-7307-4372-9 9 780730 743729 Licensed for NEALS

introduction

Introduction Acknowledging the Indigenous people as the first Australians, Western Australia s population comprises people from a variety of cultural and historical traditions, making it one of the most diverse regions in the world. People born in more than 200 different countries live, work and study in Western Australia. They speak 170 different languages and practise more than one hundred religious faiths. The proportion of people born overseas is the highest in the nation (almost 30 per cent). Indigenous people make up just over 3 per cent of our population. The many benefits of this diversity are accompanied by the challenge of addressing racism and discrimination. One of the most important roles of any education system is that of providing children and young people with knowledge, skills and attitudes that will build their resilience and enable them to participate as full and equal members of our democratic society. Schools aim to provide safe and harmonious learning environments that are free of racism and discrimination and in which all children can achieve the best possible outcomes. As workplaces, schools also have a role to play in ensuring that their work practices do not discriminate or in some other way show unfairness toward any of their staff, students or community members. They also provide vital links between students, parents and the community that can help to break down barriers. A common dictionary definition of racism is that it involves behaving offensively toward people who are different because of a belief that there are distinct races, each with its own characteristics that determine its culture, and some races and cultures are superior to others. Racism can be manifested through both individuals and systems. Individual racism manifests itself in prejudice resulting from a person s attitude and behaviour toward others who are perceived either to be so inferior or so culturally different as to pose a threat to what the person sees as common values and social harmony. countering racism: introduction Department of Education WA 2010 2

Although a range of attitudes and behaviours can accompany this form of racism, it is generally overt, ranging from property damage and violence toward people to ridicule and jokes with racial connotations. Institutional or systemic racism is usually less direct and less easy to identify, and results in discrimination. It can exist in the rules, practices and policies that sustain the advantages of certain groups above others. It does not involve overtly racist behaviour because it is often carried unconsciously within the culture of an organisation and transmitted through its routine practices. While this form of racism may be unintentional, its effect is to exclude people from minority groups from participating fully in the organisation and being able to benefit from the services of the organisation in a fair and non-discriminatory manner. Systemic racism is particularly difficult to track down and remedy. For example, a policy that does not allow people to take time off work for culturallysignificant purposes or accommodate the wearing of turbans in its dress code can be a form of systemic racism. Countering Racism is intended to help identify and change processes at the systemic and school levels that discriminate unfairly, irrespective of motive or intention. countering racism: introduction Department of Education WA 2010 3

users guide

Purpose Educational leaders, staff, students and the wider community contribute to the development of a positive and rich environment in which all can work and learn. Objectives To assist all elements of the public school system to: reflect on current practices; plan changes and develop inclusive educational settings and learning environments; implement changes and evaluate how well they are working in addressing racism; and share achievements about the aims, benefits and outcomes of inclusive educational environments. The process is cyclical in nature and should be repeated as required. Stakeholders Recognising the need for education systems, schools and their communities to work cooperatively in countering racism, the Planning and Evaluation Tool is a whole-school approach to planning, implementing and evaluating strategies to combat racism. Four groups of stakeholders are recognised: students; school administrators; teaching and support staff; and parents and community members. Areas of action The Countering Racism Tool is structured around six areas of action consistent with Racism. No way. Policies and guidelines Curriculum and pedagogy Student support and development Training and development Parent and community involvement Monitoring and reporting countering racism: users guide Department of Education WA 2010 5

Using the Countering Racism Tool What is it? The Tool is based on the principle that anything can always be done better. It acknowledges that in such a complex and emotive area as racism there is a need for an approach to assessment that reflects personal understandings and perceptions, rather than a simple scoring scale, which implies measurement of improvement from bad practice to good practice and all the implied criticism that goes with it. It also accepts that agreeing on a position regarding the school s response to racism will be a highly-subjective process. Each site, each community and each individual may well have different views about what constitutes progress in countering racism. The Tool is structured to acknowledge this. For each ACTION AREA, the Tool has: Stakeholder questions to guide analysis of current practice These should be used by individual stakeholders or stakeholder groups to make initial assessments of progress in countering racism. What is wanted (outcomes) These describe what a school should achieve for each action area. The outcomes are the elements of a whole-school approach to countering racism. They should be used by the Countering Racism Committee or Team to analyse stakeholders perspectives and develop actions. Action indicators These describe how the outcomes for students, school administrators and staff, parents and community can be achieved and provide guiding principles for the development of actions to counter racism. They can also be used to guide assessment of current practices. They provide a useful starting point for schools in planning for actions to counter racism. countering racism: users guide Department of Education WA 2010 6

Why use this Tool? The Countering Racism Tool is a whole-school approach for schools to enable them to identify what they are doing well and where they need to improve. Importantly, the collaborative approach allows school staff to test their professional perceptions of what the school is doing against those of students, parents and the school community. This can reveal any hidden or unintended impacts schools practices are having on various stakeholders. Using the Tool will help schools to answer: What is the impact of our current approach to countering racism in our school community? How can we change what we are doing to ensure a positive and rich environment in which all can work and learn? Who should use this Tool? Members of all stakeholder groups are encouraged to use the Tool to evaluate current practice, using their experience of the school system and their expectations of strategies to counter racism as guides. Students Students should expect a learning environment that is equitable and in which they can all achieve their best possible educational outcomes, regardless of their differences. Students may need to be supported in completing the evaluation. They may, for example be provided with questions or prompts such as Are you aware of the school s stand on racism? to assist them. Schools will find it valuable to have students participate in the evaluation and planning process as it will provide an insight into the impact of policies, procedures and practices from the students perspective. Individual schools will need to decide how many students will participate in the evaluation process, depending on their specific circumstances. countering racism: users guide Department of Education WA 2010 7

Parents and community Parents and community should expect to have confidence that the education system and schools will provide a learning environment in which all students can achieve their best educational outcomes and that they will be consulted and valued in the development and implementation of policies and strategies. Specific measures may need to be developed to ensure that people from different Indigenous and ethnic groups who are part of the school community are able to participate in the decision making process. Ideally, the diversity of users of this tool should reflect the diversity of the school community. Schools will find it valuable to have parents and community participate in the evaluation and planning process, as this will provide valuable information about school community relations and the level of involvement of parents and community members from various Indigenous and ethnic backgrounds. School staff All school staff should expect a working environment that is free from discrimination on the basis of race or ethnicity, to be supported to participate in the decision making process, to be provided with the support and professional development needed to recognise racism and implement school policies and practices to counter racism. Schools will find it valuable to encourage teachers and support staff to use the Tool as it will enable the identification of any training and professional development needs and any adverse impacts of employment practices on staff members from different Indigenous or ethnic groups. School administrators All administrators, like other school staff, should expect: a working environment that is free from discrimination; the availability of system level policies and resources; and support in the evaluation, development and implementation process. Principals have a particular role in ensuring the implementation of wholeschool strategies for countering racism they must provide strong leadership in creating a school climate that supports all students and staff. countering racism: users guide Department of Education WA 2010 8

How do we use the Tool? Stage 1 Understanding Racism Getting started Before evaluating a school s current practices in countering racism, it will be necessary for all users of this Tool to develop an understanding of racism and its impacts. Teachers, staff and school administrators may need professional development and training opportunities that focus on understanding racism, human rights and equal opportunity. Staff, school administrators, students, parents and the community will need to be provided with information which will assist them to understand and define racism and its impact. Resources that can assist in raising awareness and understanding of racism include: Racism. No way. (http://www.racismnoway.com.au/) offers resources for teachers and students exploring racism and discrimination. The Office of Multicultural Interests (www.omi.wa.gov.au) has resources relating to multiculturalism and the diversity of the Western Australian population. the Human Rights and Equal Opportunity Commission (www.hreoc.gov.au) has developed a number of human rights education resources for teachers and students. Working in Harmony is a Department of Education professional development package for school staff. Some suggested approaches to this stage are: Host a discussion forum for parents. Run a lesson in class which explores racism and its impact. Provide information through existing school communications such as newsletters. countering racism: users guide Department of Education WA 2010 9

Stage 2 Gathering stakeholder perspectives Stakeholders students, teachers, support staff, parents, community members and school administrators use the stakeholder questions to reflect on the school s current practices in countering racism. Individual schools will approach this step differently, according to their particular circumstances. Some suggested approaches are: Students Student council or a similar group answers the questions from a student perspective. Teachers use the questions as classroom activities to stimulate discussion about racism and discrimination and their impacts. School staff Groups of teachers and support staff answer the questions collectively from their perspectives. The questions can be part of a professional development activity for teachers. Parents and community Parents and Citizens groups answer the questions collectively or individually from their own perspectives. The school may conduct workshops around the questions for invited groups of parents and community members. School administrators School administrators answer the questions collectively or individually, possibly as part of professional development activities. Stage 2 is supported by the Evaluation Tool on page 15. countering racism: users guide Department of Education WA 2010 10

Stage 3 Analysing stakeholder perspectives and developing actions To complete this step, the school will need to appoint a Countering Racism Committee or Team, with representatives from each different stakeholder group to draw together various perspectives, collect evidence from the school, identify issues and develop actions. A staff member or school administrator will need to take on a coordination role. You should not be discouraged if you find that the stakeholders vary in their views about what the school is doing. In fact, it is likely that discrepancies and variations in evaluations will occur between and within stakeholder groups, as each group or individual is required to evaluate current practice from their own perspective. These variations provide useful information for the development of actions to counter racism. Further investigation and the collection of evidence from the school may be necessary to determine if the variations are due to: a lack of knowledge or awareness in one stakeholder group of current practices or policies to counter racism; a lack of understanding of racism and its impacts by one or more stakeholder groups; different perceptions of the school s practices and progress in countering racism; adverse impacts of policies, practices or procedures on particular stakeholder groups or Indigenous or ethnic people within that group; or other factors. The kinds of strategies and actions developed to address issues will depend very much on the kinds of issues and circumstances found in individual schools. Stage 3 is supported by the Planning Tool on page 21. Example Students, parent and community stakeholder groups indicate that the school does not have any policies or initiatives that promote equality of educational opportunity. School administrators claim that it does. The Countering Racism Committee or Team then collect evidence to determine whether the variation is because of a lack of awareness or the school s initiatives are not achieving their aims. countering racism: users guide Department of Education WA 2010 11

Stage 4 Implementing actions Effective actions will rely heavily on the commitment of all stakeholders. However, the school, through its staff and administrators, is ultimately responsible for ensuring that all actions are implemented within a reasonable time frame, decided by the stakeholders. When desired benefits are seen from the implementation of a specific Action Area, it is recommended that the school move on and focus on other Action Areas. Stage 5 Assessing progress An ongoing program of evaluation will allow the school to monitor progress and assess the effectiveness of the actions it has taken. The Countering Racism Committee or Team may have a significant role to play in assessing progress, assisted by the coordinator and school administration. As appropriate, the school should repeat the planning and evaluation cycle beginning from Stage 1. The following flow chart is intended as a general guide to navigating through the Countering Racism Tool. Just as responses will vary from place to place, the way in which each individual and group uses the framework will vary. It is most important that it be used in a way that is appropriate to the local context and the needs of individual users. countering racism: users guide Department of Education WA 2010 12

Stage 1: Stakeholder groups are assisted to understand and define racism and its impact. The process is cyclical in nature and should be repeated as required Stage 2: Stakeholders use the questions to reflect on the current level of practice for each Action Area from their own perspective. Comments and suggestions of each stakeholder group for Action Areas are collated. Stage 3: The school s Countering Racism Committee or Team use comments from different stakeholders to identify: Differences between perceptions of stakeholders; and Issues that need to be addressed. The school s committee or team uses the Action Indicators to develop actions and strategies to address issues in consultation with stakeholders. Stage 4: The school implements the actions. Individual Stakeholder or group Anti-Racism Committee/ Team drawn from different stakeholder groups Stage 5: The school s Countering Racism Committee or Team assesses progress of strategies and actions. For each Action Area ask: What do I want to happen? How can it happen? What does Anti-Racism in this area look like? Answer the questions from your own stakeholder perspective. Reflect on what your expectations are. Decide what actions are needed for each Action Area, how they should be implemented and by whom. Evaluate progress by asking: What is actually happening? How much progress has been made? What else is needed? countering racism: users guide Department of Education WA 2010 13 217/DOE/NOV10

planning and evaluation tool

Stage 2 Gathering stakeholder perspectives Action area Questions Notes POLICIES AND GUIDELINES What are some things that the school does to counter racism and discrimination? Has the school communicated its stand on racism? Does the school have planned days or activities that focus on the effects of racism? To what extent do you think the school is aware of racism or discrimination? What processes or procedures does it have to deal with racist behaviour? What happens when a racist incident occurs? If you feel that you have been discriminated against, what can you do? To what extent does the school consult with people from different Indigenous and ethnic groups from the school community? How? Does the school have material that is translated into other languages for parents and the community? How committed do you think your school is to countering racism? countering racism: planning and evaluation tool Department of Education WA 2010 15

Stage 2 Gathering stakeholder perspectives (continued) Action area Questions Notes CURRICULUM AND PEDAGOGY To what extent do you think the school s teaching and learning programs focus on cultural and religious diversity, racism and discrimination and reconciliation? How does the school promote understanding of diversity and the impacts of racism, discrimination and stereotyping? How do you think the school encourages discussion and the sharing of ideas about cultural and religious diversity, racism and discrimination? To what extent do you think the school s teaching resources and the physical environment are free of bias and stereotypes about people from different cultural and religious backgrounds? countering racism: planning and evaluation tool Department of Education WA 2010 16

Stage 2 Gathering stakeholder perspectives (continued) Action area Questions Notes STUDENT SUPPORT AND DEVELOPMENT How do you think the school encourages and supports students from different Indigenous and ethnic groups to participate in leadership and development programs? To what extent do you think the school involves parents and the community in student support and development programs? Are parents and the community consulted when the school is planning support and development programs? How does the school make sure that all parents have an opportunity to be involved? Does the school acknowledge that students from different Indigenous and ethnic groups may face barriers to achieving academic success? What does the school have in place to support these students? In what ways, if any, does the school curriculum foster an understanding of difference and include understanding about countering racism? Do school programs include information, material or activities around understanding difference and the impacts of racism? To what extent are student representative bodies reflective of the cultural and linguistic diversity of the school community? Are students from all backgrounds represented on the student council? countering racism: planning and evaluation tool Department of Education WA 2010 17

Stage 2 Gathering stakeholder perspectives (continued) Action area Questions Notes TRAINING AND DEVELOPMENT How much do you think the school staff know about racial discrimination, harassment and victimisation? Would they be able to recognise racism and discrimination and know what to do when racism occurs? To what extent do you think the school supports its staff in addressing issues of racism? What elements of professional training and development for teachers and staff, if any, include issues around racism and discrimination? How does the school determine the training needs of staff to build their skills and knowledge to identify and respond to racism? How does the school involve all members of the school community in developing staff training and development programs? Are parents and the community involved in determining what training is needed? Are there ways in which parents can raise issues and suggest training or development programs? countering racism: planning and evaluation tool Department of Education WA 2010 18

Stage 2 Gathering stakeholder perspectives (continued) Action area Questions Notes PARENT AND COMMUNITY INVOLVEMENT How does the school communicate with parents from different Indigenous and ethnic backgrounds? Does the school use interpreters or translators when needed? How are the materials developed for parents, such as newsletters and forms, appropriate to the different Indigenous and ethnic groups? Are materials translated? Are materials free of bias or cultural stereotyping? To what extent do you think the school values parents and the community as partners in countering racism? How does it collaborate with parents and the community to counter racism? To what extent do you think the school encourages and supports parents of children from different Indigenous and ethnic backgrounds to participate in their children s education? countering racism: planning and evaluation tool Department of Education WA 2010 19

Stage 2 Gathering stakeholder perspectives (continued) Action area Questions Notes MONITORING AND REPORTING How does the school know if its policies or practices are discriminating against different Indigenous and ethnic groups? Are there processes for identifying negative outcomes? Are members of the school community encouraged to speak to the school if they feel they are being discriminated against? How does the school collect information about the cultural, religious and linguistic identities of the school community? How does the school document and report incidences and complaints of racism? What are the grievance procedures for racist incidents? Do you, as a member of the school community, feel comfortable about approaching the school and reporting incidents of racism or discrimination? Do you feel confident that the school will resolve your grievances? countering racism: planning and evaluation tool Department of Education WA 2010 20

Stage 3 Analysing stakeholder perspectives and developing actions ACTION AREA 1: POLICIES AND GUIDELINES What is wanted (outcomes) All stakeholders in the school system are committed to addressing racism and policies, procedures and strategies are in place to plan, enact and monitor, review and report on that commitment. Action Indicators Stakeholder Perspectives What we will do COMMITMENT The school promotes equality of educational opportunity and counters racism through policies and initiatives. The school understands and complies with policies in relation to racism. Resources are allocated to address racism and/or to implement actions to counter racism. Employment and recruitment practices reflect current Equal Employment Opportunity (EEO) principles. The school s commitment to countering racism is articulated clearly and highly visible in the school s internal and external publications. The need for continuous improvement to counter racism is recognised and supported. CONSULTATION Different Indigenous and ethnic groups, including parents, staff, students and community groups, are consulted and included in the development and review of the school s actions and policies to counter racism. Support and resources (such as interpreters) are provided to ensure that people from different Indigenous and ethnic groups are included in decision-making processes. A committee or working group of staff, parents and community members and students assists with the development and implementation of the school s actions to counter racism. Staff are provided with skills, support and resources to work with students families and communities in discussing concepts of difference, racism, discrimination, cultural diversity and reconciliation. ACTION TO COUNTER RACISM The school has policies and guidelines that articulate clearly principles and procedures for the resolution of complaints of racism. All staff, students and parents are aware of policies and guidelines and how to access them. The school has specific measures to respond immediately and effectively when racial harassment occurs to stop the harassment, prevent its recurrence and review and revise policies as required. There are clearly outlined and consistent sanctions and penalties for racist behaviour that educate offenders and empower victims. countering racism: planning and evaluation tool Department of Education WA 2010 21

Stage 3 Analysing stakeholder perspectives and developing actions (continued) ACTION AREA 2: CURRICULUM AND PEDAGOGY What is wanted (outcomes) The school delivers teaching and learning programs that are appropriate and responsive to students of all racial Action Indicators Stakeholder Perspectives What we will do TEACHING PRACTICE Teaching and assessment strategies are relevant to diverse student populations and are free of bias. Students from all backgrounds are encouraged to have thoughtful and constructive discussions about cultural and religious diversity, the impact of discrimination and racism and reconciliation. Classroom activities provide opportunities to share students ideas, interests and experiences of a variety of cultures and encourage the exploration of difference and its benefits. Teaching strategies provide an understanding of the impact of cultural mores on the communication and interaction preferences of students. backgrounds and raise awareness of the cultural, racial and ethnic diversity of society. CLASSROOM MANAGEMENT Teachers encourage and assist interaction between students and the inclusion of students from diverse Indigenous and ethnic groups. Strategies such as cooperative group work are used to promote inclusion of students from different Indigenous and ethnic groups. The physical environment includes images that counter existing stereotypes and images of people from diverse backgrounds, cultures and religions, to reflect the diversity of the population. Staff are encouraged and supported in monitoring and promoting equitable outcomes in their classrooms. RESOURCES Instructional materials are reviewed regularly by schools, parents and community members to reflect the diversity of the population and eliminate bias. Teaching and learning materials expose students to non-stereotypical images and examples and include content and illustrations that reflect the experiences of people from diverse backgrounds and challenge popular misconceptions about ethnicity and racial stereotyping. Texts and resources develop students understanding of Australia as a multicultural society in which there is religious diversity. Resources recognise and value the unique place of Indigenous cultures, histories, languages and societies. Resources and texts raise students awareness and understanding of Indigenous people as the first Australians and their awareness of historical events from the perspectives of different Indigenous and ethnic groups. School libraries review their resources and seek to replace biased, stereotypical resources and include materials about the many contributions made by people of diverse backgrounds. Teaching and learning materials include resources on human rights, equality, multiculturalism, democracy and social justice. countering racism: planning and evaluation tool Department of Education WA 2010 22

Stage 3 Analysing stakeholder perspectives and developing actions (continued) ACTION AREA 3: STUDENT SUPPORT AND DEVELOPMENT What is wanted (outcomes) The school has student support and development programs to respond to the needs of students from culturally and linguistically diverse backgrounds and Indigenous Action Indicators Stakeholder Perspectives What we will do STUDENT SUPPORT AND DEVELOPMENT SYSTEMS Students from different Indigenous and ethnic groups are supported in participating in student leadership and development programs. It is acknowledged that students from different Indigenous and ethnic groups may face issues relating to culture, race, religion, ethnicity and language that form barriers to achievement in education and require the implementation of supportive strategies. The school ensures that all students are supported in achieving academic success and provides extra services where needed. Information and advice about educational pathways is free of cultural stereotyping. All students have opportunities to participate in extracurricular and co-curricular activities. Parents and community are involved in the design and delivery of student support and development programs. communities. STUDENT VALUES AND SKILLS Curriculum includes the development of values that: foster an understanding and valuing of diversity; build resilience; assist students to respond to racism; foster bystander skills in supporting peers; and embrace responsibilities as local, regional and global citizens. STUDENT LEADERSHIP Student representative bodies are inclusive of all students and reflect the cultural and linguistic diversity of the school. A student group is established to assist in the development and implementation of the school s actions to counter racism. countering racism: planning and evaluation tool Department of Education WA 2010 23

Stage 3 Analysing stakeholder perspectives and developing actions (continued) ACTION AREA 4: TRAINING AND DEVELOPMENT What is wanted (outcomes) The school staff members at all levels have the skills, knowledge and attitudes to identify and eliminate racial discrimination, racial harassment and victimisation, and promote a shared vision for an inclusive learning environment. Action Indicators Stakeholder Perspectives What we will do LEADERSHIP School leaders assist staff to make assessments and decisions to achieve a positive learning environment that is free of racism and discrimination. The school promotes good practice by supporting staff in sharing expertise with peers and senior colleagues in strategies to counter racism. Staff are encouraged to discuss issues of racism with school leaders. At least one staff member has received professional development and is competent to be considered an equity/diversity specialist, providing guidance and acting as a contact person to respond to allegations of racism and discrimination. PROFESSIONAL DEVELOPMENT Teachers and other staff receive support and professional training in, for example: valuing diversity and multicultural understanding; designing culturally-inclusive teaching practices and programs; increasing awareness and understanding of the ways in which race, ethnicity, culture, language and social class interact in complex ways to influence student behaviour; developing understanding of issues for different Indigenous and ethnic groups, including uncovering and identifying their personal attitudes and behaviours toward different ethnic and language groups; evaluating critically their own teaching practices for cultural inclusiveness; naming and identifying racist behaviour, outcomes and attitudes; and supporting students who are involved in racist incidents. SYSTEMS AND SUPPORT The school monitors the participation of staff in training programs designed to counter racism. New staff members receive orientation that includes attention to equality of opportunity, anti-racism and diversity. Annual training is provided for all staff and contracted employees on policies and procedures that promote equality of opportunity and ways to counter racism. Parents and community representatives are included in the design and delivery of staff training and development. All staff are aware of the importance of all students having opportunities to achieve equitable outcomes in learning. Staff are provided with the skills, support and knowledge to implement actions for countering racism. countering racism: planning and evaluation tool Department of Education WA 2010 24

Stage 3 Analysing stakeholder perspectives and developing actions (continued) ACTION AREA 5: PARENT AND COMMUNITY INVOLVEMENT What is wanted (outcomes) The school develops constructive and open dialogue partnerships with parents and community groups to counter racism. Action Indicators Stakeholder Perspectives What we will do INFORMATION All materials developed for parents (including newsletters, forms, curriculum materials, letters and awards) are free of stereotyping and appropriate to the needs of different Indigenous and ethnic groups. Accredited interpreters, translators and support are available to ensure schools can communicate with parents and members of the wider community. The school takes up opportunities to express its commitment to countering racism. Racial harassment in all its forms is condemned openly and an anti-racial harassment policy is communicated clearly to all members of the school community. Students receive regular information about the involvement of the broader community in the school s programs for countering racism. Parents and community members receive regular information from the school s progress in countering racism. FOSTERING PARTNERSHIPS AND SUPPORT The school establishes consultation mechanisms with parents and community members on racism in education and barriers to educational achievement for students from different Indigenous or ethnic groups. The school values parents and community members as partners in countering racism and promotes partnerships and collaboration with the school community. Activities are designed to respond to the needs and circumstances of parents of children from different Indigenous and ethnic groups so that they are able to participate in their children s education. The school draws on the skills and resources of the community in the development of actions to counter racism. The school implements initiatives to ensure that all members of the school community understand their rights and responsibilities in relation to racist behaviour, the school s commitment to partnerships in confronting systemic racism, and its valuing of difference and diversity. countering racism: planning and evaluation tool Department of Education WA 2010 25

Stage 3 Analysing stakeholder perspectives and developing actions (continued) ACTION AREA 6: MONITORING AND REPORTING What is wanted (outcomes) Progress in the implementation of strategies to counter racism is documented, reported and assessed and strategies and policies are reviewed. Action Indicators Stakeholder Perspectives What we will do MONITORING Systems are in place to review policies and practices to determine whether they contribute to systemic racism. Strategies for countering racism include reporting measures of progress, evaluation and review. Staff members monitor, address and report problems that could lead to racist incidents. INCIDENT MANAGEMENT AND REPORTING All staff, students and parents are aware of the school s procedures for reporting and responding to incidents of racism. The school reviews regularly its procedures for reporting, documenting and responding to racist incidents. The school has formal grievance procedures for racist incidents that are reviewed regularly. A staff member is responsible for monitoring and reporting on racism and the resolution of complaints. All incidences of racial harassment are documented and reported to outside authorities as required. ASSESSING OUTCOMES The school collects and analyses data by appropriate categories of ethnic identity to ensure equitable educational outcomes and representation. The school seeks means of providing teachers with appropriate training and support in monitoring and promoting equitable outcomes in their classrooms. The school has procedures for measuring progress in countering racism. countering racism: planning and evaluation tool Department of Education WA 2010 26

Working together to overcome systemic racism in education All schools in Western Australia are implementing the Curriculum Framework for Kindergarten to Year 12 Education in Western Australia (the Curriculum Framework). The Framework sets out what students should know, understand, value and be able to do as a result of the programs they undertake in schools. Seven underpinning Principles in the Framework support a whole-school approach to ensuring the best possible educational outcomes for all students. Learning and teaching programs must meet the needs of students as well as achieving the outcomes set out in the Framework. The Framework describes 13 Overarching Learning Outcomes and learning outcomes in eight key learning areas, as well as core shared values. Countering Racism can assist schools to implement the Principles, Learning Outcomes and Values of the Curriculum Framework. Principles 3: Inclusivity Inclusivity means ensuring that all groups of students are empowered to achieve the best possible learning outcomes. It means providing opportunities for students to evaluate how concepts and constructs such as culture and race are shaped. 7: Collaboration and partnerships The Framework acknowledges that school education is the shared responsibility of students, teachers, parents, tertiary educators and the community and that its successful implementation requires a collaborative approach. countering racism: planning and evaluation tool Department of Education WA 2010 27

Overarching Learning Outcomes 13: Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly. Policies and initiatives at the school level should support and reflect the democratic aims of schooling in Australian society. Students should be provided with opportunities to examine and act on their rights and obligations wherever and whenever relevant to their learning and should be allowed to participate in their learning community without fear of prejudice. The principles of learning, teaching and assessment promote the provision of a safe and supportive learning environment. (Curriculum Framework, 1998, pp. 46-47) Values The core shared values of the Framework emphasise positive learning environments in which all students are encouraged to exercise respect for themselves and others and to value diversity of cultural expression. Countering Racism is underpinned by an understanding that a positive and productive learning environment, free from racism, is necessary to ensure that all students, regardless of race or cultural background, achieve the best possible learning outcomes. It provides opportunities for the development of whole-school approaches that ensure students have safe, secure and productive learning environments, free of racism and discrimination. countering racism: planning and evaluation tool Department of Education WA 2010 28

Taking action against racism Addressing racism is not just about responding when racist incidents occur. It involves finding ways of recognising the consequences of actions, practices and policies that affect different groups and individuals unequally and taking action at the systemic, whole-school and school community levels. System Develop, review and evaluate policies, strategies and curriculum initiatives to counter racism. Support schools in implementing policies, strategies and curriculum initiatives to counter racism. Whole school Implement systemic polices, practices and programs to counter racism as well as developing specific initiatives to meet the needs of the local school community. School community Participate in the development, implementation, monitoring and review of strategies to counter racism. Source: Racism. No way. www.racismnoway.com.au countering racism: planning and evaluation tool Department of Education WA 2010 29

The effects of racism in schools Racism in schools hurts both individuals and the learning and working environment. It generates tensions that distort cultural understanding and narrow the educational experiences of all students. It affects: Educational outcomes Individual happiness and self confidence School climate Cultural identity School-community relations Student behaviours Source: Racism. No way. Racist attitudes may be manifested in incidents that are often reported as name-calling, teasing, exclusion, verbal abuse or bullying. Teachers and other school staff may also experience racism in the form of harassment, abuse or the promotion of racist stereotypes by students and colleagues. If there are policies and procedures at the systemic level that support these behaviours and allow them to continue unchallenged, they can contribute to systemic racism and, often inadvertently, foster a teaching and learning environment that sustains racist attitudes. Discriminatory policies and practices that can exist in schools: ignoring or not responding to incidents or complaints of racism not informing students, parents and staff of their rights in relation to racism having parent and community organisations that are not representative of the diversity of the school community not providing access to interpreters or translations for parents discouraging the involvement of parents and community members from diverse cultural and linguistic backgrounds in school activities or decisionmaking processes not allowing students to speak their first languages at school compelling students to take part in activities that conflict with their cultural or religious beliefs forcibly anglicising students' names applying more severe discipline measures for students from some cultural and linguistic backgrounds than others condoning racist behaviour or practices or allowing them to go unchallenged Programs or strategies which actively engage Aboriginal and Torres Strait Islander and Culturally and Linguistically Diverse students and encourage their participation in the broader school community may be effective ways of overcoming systemic racism. Source: Racism. No way. countering racism: planning and evaluation tool Department of Education WA 2010 30

Countering racism in public schools The Equal Opportunity Act 1984 makes it unlawful to discriminate on the basis of race and establishes standards of non-discriminatory practice and behaviour for the public sector. The Policy Framework for Substantive Equality presents a process of continuous improvement through which agencies can progress towards achieving substantive equality and meeting their obligations under the Equal Opportunity Act. The Policy is a product of the Public Sector Anti-Racism and Equality Program which is a component of the Government s Anti-Racism Strategy. The Public Sector Standards in Human Resource Management, established under the Public Sector Management Act 1994, promote anti-discrimination through the use of open processes and equitable treatment of all employees, current and prospective, within the public sector. In addition to legislative requirements, the Department of Education encourages inclusivity, diversity and anti-racism approaches in its schools through a number of policies, programs and publications: In stating the values for the public school system as being learning, excellence, equity and care, the Plan for Public Schools 2008-2011, acknowledges that the words alone are not sufficient. It is actions, based on these values that are important. The Department s Staff Conduct policy, Anti-Racism policy, Equal Employment Opportunity/Diversity policy and Equity and Diversity Management Plan reflect its commitment to establishing a workforce environment that is free from discrimination, in which cultural diversity is valued and respected and the values explicit in the Western Australian Public Sector Code of Ethics are evident in all aspects of daily practice. The Anti-Racism policy states that the Department values cultural diversity in all workplaces and is committed to the elimination of racial discrimination and harassment in its structure, culture, curriculum and working environment. The Leadership Framework identifies the need for professional attributes that build an understanding of inclusivity as a key to making a difference in school leadership. countering racism: planning and evaluation tool Department of Education WA 2010 31

The Competency Framework for Teachers highlights the need for a demonstrated commitment to social justice principles and teaching and learning programs that are inclusive of all students. The Working in Harmony Strategy seeks to assist the development of an inclusive culture. It encourages people to explore the multiple perspectives in schools and to value and capitalise on the different skills, knowledge and backgrounds of staff. The Behaviour Management in Schools policy requires schools to develop learning environments that are welcoming, supportive and safe. A learning environment conveys the ways in which individuals are valued and reflects a school s expectations about behaviour. Schools strive to develop environments that are free of violence, coercion and discrimination. Countering Racism provides a stimulus for school activity and complements other Department initiatives, work already undertaken in the Racism. No way. project and related strategies, including: The National Safe Schools Framework (www.bullyingnoway.com.au); and Friendly Schools (www.friendlyschools.com.au). countering racism: planning and evaluation tool Department of Education WA 2010 32

217/DOE/NOV10