Introduction
Countries in the modern world are facing numerous challenges and multiculturalism appears to be one of these issues to handle. The Australian society has been dominated by Anglo-Europeans for a long time, but the demographic pattern is starting to change, and the dominance starts to lead to tension. The Australian educational system may become the necessary solution to the problem, but it also has to be changed.
Banks (2006) stresses that educators have to focus on the development of cross-cultural competency. Singh (1998) also claims that education has particular functions and development of certain values in students is one of the key elements. At the same time, the system is subjected to the influence of trends existing in the society and prejudice existing in Australian society is manifested in educational establishments. It is possible to consider a case of a teacher having an issue related to multiculturalism to understand the way Australian education is developing and make suggestions on improving the system.
Possible Causes of the Actions
The teacher found himself in quite a complicated situation as he started a discussion that evolved in an unexpected manner. There are a number of causes for such development of actions. One of these causes is the major characteristic of Australian society, which is still dominated by one ethnic group. Singh (1998) notes that financial constraints have shown that society is far from being truly democratic in terms of the rights of minorities.
More so, racism, xenophobia and intolerance persist in the society. A classroom setting can be regarded as a small model of the entire society. El-Haj (2007) also provide numerous examples when Palestinian students in the US had to face numerous issues as they were often associated with terrorists and unwanted aliens. Thus, trends existing in society have become one of the major causes of the situation.
Clearly, the teacher also made certain mistakes that led to the situation (the mistakes will be considered below). He did not expect that the discussion will turn into slanging. The teacher wanted to elicit students’ ideas and instead got an argument. Of course, this was a result of the teacher’s being unprepared.
It is possible to note that the class could have a negative impact on students in a number of ways. Thus, students now understand they have quite different ideas on the history lessons, society and their roles in the society. The confrontation among students pertaining to different ethnic backgrounds may increase. Furthermore, students pertaining to minority groups became silent and alienated, and this alienation can persist during other classes. The discussion showed that dominating groups still have more rights, and minorities’ voices are still unheard or unwanted. This can remain in students’ memory and affect their further development as members of the Australian society which can remain the same if the trend remains. Thus, Australian society may risk failing to become truly multicultural and socially just.
At the same time, the discussion is favourable for the teacher who had his critical incident. Tripp (1993) notes that critical incidents often remain unnoticed, and educators do not learn from them. In the case in question, the teacher can learn his lesson from the incident. Thus, the teacher now understands that some topics may lead to certain discussions and have particular outcomes.
This case can be used as a basis for the development of appropriate strategies applicable to developing cross-cultural competency. Notably, the teacher is now aware of the level of his students’ cross-cultural competency. Using the scale offered by Banks (2006), it is possible to note that students are at the first level. Therefore, the teacher will be able to develop certain methods to raise students’ awareness and improve the ‘climate’ within the class.
A Critical Analysis of the Case
Apart from seeing the case as an illustration of trends existing in the society, it is possible to regard the scenario as an exemplary situation to consider a variety of issues related to multiculturalism in the classroom setting. The discussion that took place in the classroom is a typical situation in the Australian educational system, but it has to become a basis for research and development of teaching methods to ensure designing of socially just and ethical teaching practices. Thus, Tripp (1993) provides a case of a raised hand to see the trend of reliance on the authority rather than on students’ abilities and desires. Likewise, it is possible to see that the question raised by a student who is a representative of a minority group was confronted by students who pertained to the ethnic majority.
According to one of the major principles of Multicultural Education Policy, all individuals “should have the greatest possible opportunity to contribute to, and participate in, all aspects of public life in which they may legally participate” (Multicultural education policy, 2005). Clearly, this principle was not manifested in the classroom as the Vietnamese student tried to participate in the discussion of new insights into the history as well as society and curriculum, but this incentive was interrupted by students who pertain to the ethnic majority.
At the same time, it is clear that the teacher tried to apply another principle which was an element of anti-racism policy that stipulates that all teaching staff should “contribute to the eradication of racism by promoting acceptance of Australia’s… diversity, challenging prejudiced attitudes and ensuring that sanctions are applied against racist and discriminatory behaviours” (Anti-racism policy, 2005). The teacher tried to keep the discussion in the most tolerant manner and assigned certain sanctions (leaving the classroom) for those who started being abusive and racist.
The discussion can also be considered in a broader context as the concept of racism, and its nature can be analysed. Hence, racism is a complex concept which has its peculiarities in Australia as it is rooted in the history of colonisation as well as migration (Racism in Australia, 2013). The Vietnamese student started a discussion of a possibility to pay more attention to the history and culture of minorities who constitute a significant part of Australian society. At that, students pertaining to the ethnic majority confronted him saying that they all should focus on Australian history, by which they meant Anglo-Celtic heritage which is dominating in the society.
This short discussion unveils the nature of racism in Australia. The dominating group tries to preserve its privileged status by promulgating their culture and ignoring other cultures. Everything which is non-Australian is exposed to discrimination. At the same time, the dominating group loses the very concept of ‘Australianism’. Being Australian means being multicultural or know and show respect to other cultures while cherishing one’s own.
Alternative Scenarios
Scenario 1
As has been mentioned above, the teacher made a number of mistakes that led to the argument and could have more serious outcomes in the future. It is possible to consider alternative ways to handle the situation. The teacher’s intention to understand the opinion of his student was good and quite appropriate. However, to avoid any unexpected turn, the teacher should elicit the opinion with the help of writing assignment.
Thus, an alternative way to start a discussion was to ask students to write what they think on the matter and how they would answer the question put. The teacher will know viewpoints of other students and will be able to take them into account during the discussion. Actually, analysis of the written assignments is the first step. The second step is to elicit major ideas on the matter and invite students to discuss them in another written assignment. In that way, the teacher can avoid any arguments and can enable all students to respond and reveal their ideas on the matter.
It is also possible to encourage students to give their suggestions on the curriculum. Students may try to take part in creation of the course on multiculturalism. It is noteworthy that this class discussion may develop into the school discussion. Nieto (2008) emphasises that faculty has to be diverse and educators have to interact to develop the necessary multicultural environment in the school. Therefore, the teacher can address his colleagues pertaining to different ethnic backgrounds to elicit their ideas on the matter. He can try to find out topics that most interest his colleagues. The chances are high that students will also be interested in similar issues.
The next step is to start an important discussion with students. The discussion will focus on such concepts as social justice, racism, cross-cultural competence. Students should share their ideas on these concepts and try to adopt, at least, some behavioural patterns based on social and ethnic justice. Only after this, it is possible to start a discussion of the possibility to include certain topics in the course.
In this way, it is possible to develop most effective relationships within the class. Barrera, Corso and Macpherson (2003) emphasise the necessity to build a skilled dialogue in the classroom environment. Gale and Densmore (2000) also stress that respecting students and encouraging students to respect each other is essential and one of major objectives of education. This scenario minimises possible negative effects of the argument which took place in the classroom.
Scenario 2
This scenario is less effective and is closer to what happened in reality. Thus, the question was raised and the teacher started the discussion. The students pertaining to the ethnic majority started the argument by noting that they did not want to and did not have to learn about Vietnamese history and stressed that in Australia everybody had to focus on Australian history and culture. At that point, the teacher had to intrude and stop the discussion by starting a new one. The teacher had to make all students be silent and ask the students what it meant to be Australian and what Australian history or/and culture was. The students pertaining to the ethnic majority had to answer first.
This question would make them stop and think. The teacher had to also focus on colonialism and immigration. If students did not understand that they were talking about Anglo-Celtic heritage rather than Australian culture, the teacher had to draw their attention to the fact.
The discussion would concentrate on multiculturalism and the need to enhance cross-cultural competence. Again, it could be effective to ask students to provide their ideas on the discussion in a written assignment. This would enable students to think more carefully about the matter and try to find their answers to the question. The discussion could be started during one of the following classes.
It is also necessary to note that irrespective of the scenario used, the teacher should use the discussion as a starting point of his research on multiculturalism and ways to better incorporate the concept into his classes. The teacher also had to start the discussion at the administrative level which would favourably affect development of the school.
Conclusion
On balance, it is possible to note that the discussion or rather an argument started during the history class can have a number of implications. In the first place, it can be analysed in a broader context and reveal major trends existing in the Australian society. It could also shed light on the nature of Australian racism and reasons for its existence. The discussion could also become the basis for the teacher’s research on multiculturalism. This is a bright example of the critical incident which can be used to develop new teaching strategies and be ready if similar discussion occur in the future or to be ready to prevent them. Finally, the class discussion may start a school debate on the administrative level and the faculty will have to pay more attention to cross-cultural competency.
Reference List
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