Multiculturalism in WE and NA

Def of institutional racism

Def of ethnicity MG Smith vs. Fredrik Barth,

GB: Sandra Wallman

Etc…

d)

statistics : Europe; Eurostat: Number of immigrants in 1990:

Switzerland (20%), France (14%), Germany (9,3)

Number growing: 1988: 88 630; 1992: 1 mil. 350 tho, plus 250 tho illegal migrants annualy….. update numbers according to 2001 census!

USA: Population in 2050 (Us Bureau of the Census 94 Parrillo)

e)

According to most genetics there is no such thing as race. The genes that determine the colour of our skin account for approximately 0.6 % of our genes and are about as significant as the genes that determine the size of our toes.

People who lived together for centuries have drawn on the same gene pool, and so common traits became identifiable. However there is usually more genetic variation between people from the same ”race group” than there is between people from different ”race groups”

Scientific r. - natural hierarchy

Common-sense racism

School authorities may believe that minority students who choose to come to mainstream school must adapt to school norms. There is no thought of the school adapting in any fundamental way to the students- this can be seen as form of racism.

Culture replaced race. ”Our differences have nothing to do with race my dear. It is all a question of culture. You are best off as you are”. ”So that explains why I don’t have a bank account”

”That’s their culture”

Culture should be defined more broadly as the way one approaches life and makes sense of it. Group’s beliefs are determined by conditions and so culture is a continuous process of change and its boundaries are always porous.

Multicultural education as assimilation: bridging and enrichment classes; coconuts (people with black skin and white insides).

Learning about cultures. Enhance understanding but tends to ignore similarities

Assumption that culture is a fixed construct

Salad bowl: cultural groups exist separately and maintain their practices and institutions. (Where is the dressing to cover it all?)

Melting pot: The idea is that all cultures become reflected in one common culture. However this is generally the culture of the dominant group (I thought this was mixed veggie soup but I can only taste tomato)

Cultural knowledge does not stop racism but analysis of power and inequality may be a good start; tourist viewing, patronising

Issues of equality and justice, sexism, classism, fatism…… anti-bias education/training

Explanations of racism:

Freud, form of aggression, to feel insecure in childhood, defence mechanisms (projection, to deny that people and situations are complex –only good or bad).

Authoritarian parents; Adorno

Scapegoating: Jews blamed for unemployment

Prejudice can serve as outlet for frustration and aggression.

Belief that racism is the property of a few disturbed individuals. Rotten apple theory – illness in our society.

Self-esteem, you must love yourselves than you are able to love others

Workshops where individuals examine their own experiences of racism in order to understand and unlearn their feelings and responses. To affirm ones self esteem so that you do not need to degrade others. Programmes aimed to provide therapy and self-healing.

Individual focus, curing individuals. Highlights emotional aspects of racism. Self-esteem is good but not always cures racism. Concentrates on overt racism only. No acknowledgement or examination of the forces and ideologies in society that perpetuate racism. Why certain groups become target of R. How this aggression becomes a collective phenomenon. Ignores implicit discrimination within the school ethos and curriculum (e.g. reading of Bible to all students)

making categories- social categorisation: we identify different pieces of furniture as chairs without being put off by their variation.

Racism is the result of faulty thinking, generalised and biased judgements. People not seen as individuals but categorised as male, fat, Indian, Africa, etc (all fat people are lazy). When categories become linked to presumed characteristics, we have stereotyping.

Racism can be treated by educating people, by breaking stereotypes.

Others may not subscribe to the ideas of social categorisation but also believe that racism is caused by lack of understanding between people who have lived separately-

Multicultural education should teach about different cultures and beliefs of people all over the world.

Or contact theory- all children playing together means that there is no racism here.

Social cognition developmental theory of prejudice (Aboud 1988) Prejudice is inevitable, is a part of kids way of understanding and dealing with the world.

Another theory- racism is based on the association with the colours black and white (Williams and Morland, 1976) Black sheep symbolise outcast

Social reflection theory- kids learn racism from society and simply reflect values of those around them (Allport 54)

x Troyona and Hatcher (92) not all kids share their parents prejudice

Blacks seen as passive victims, dependent- Adelaide 94

Feeding in facts to change peoples attitudes (These facts themselves can perpetuate cultural stereotypes)

People seen as rational, ignoring emotional content that racism may contain.

Neglects the fact that racism involves economic, social and political interests. Pakistanis perceived to be an economic threat as they take British jobs.

Stereotypes become the justification for racist acts, but are not the cause. Contact does not always break prejudice- can reinforce stereotypes as people care not totally rational and can reject or ignore information that does not fit.

Positive personal reaction may change attitude towards individual but not towards an entire group Billing 76. British National Front member with racist views having an Indian friend. ”Some of my best friend are black/Asian etc, but…”

Contact situations have to be carefully planned….

Concept of culture can become static and can reinforce stereotypes that the programme was originally meant to challenge.

Little exploration of cultural change or the reasons behind the inequalities of people or of culture as a broader, dynamic concept.

3. Intergroup relations ”Birds of a feather”

We have multiple identities and relate to other groups in terms of these identities (out-group, in-group dynamics)

In SA racial identity has played an especially powerful role. Distinct racial groups have been defined and set up against one another in competition for power, status and resources.

Research: incompatible goals or competition between groups over scarce resources leads to intergroup conflict;

Superordinate goals (goal that can not be achieved by any one individual) or co-operative activities between groups induce social harmony. Groups must have equal status and equal access to resources (US desegregated schools, Aronson, 78)

Teaching democracy: certain tasks that can not be done individually- Jigsaw

Limits and possibilities

Idea of group identities helped antiracist training programmes

Cognitive as well as organisational level. How structures and shared opportunities develop co-operation and mutual respect

Co-operation in the classroom does not mean automatic co-operation elsewhere. Need for multiple contexts for co-operation- changing structures- change happens on emotional, cognitive, social and organisational level. Everyone needs to be part of the group dynamics and be aware of social engineering. Team building activities- you need one another.

 

4. Individuals are racists because the structures, practices, and values of our society are racist. ”Its the system”

Competition over scarce resources (money, power, privileges, status) has led to systems developing to protect certain interests and to entrench status quo. It is produced and reproduced through media, by politicians, by communities and in institutions such as schools or religious organisations. Need for transformation.

Some theorists argue that racism is present in any society, which has a disproportionate number of one group of people in power or authority as opposed to other groups of a given society.

Ideology all the beliefs, common-sense understanding and practices that uphold a particular status quo. Part of the way we think and live. Ideology constructs our reality for us by informing us about what is good, right, and beautiful in a way which makes sense to us. No conscious indoctrination. Thus the values that become dominant in society are those that serve interests of the groups in power at that particular time.

Affirmative action- example of an attempt to consciously change the power structures and ideology of a country

Language and power use rather corrective action

Persons identity We are what we speak additive bilingualism (acquisition of a second language without any loss or weakening of the first one). Subtractive bilingualism (mother tongue edged out of the classroom)

Look at results not intentions to get the kid to fit into a system rather than trying to change the system itself to suit all the children it must serve. (Bridging classes)

Teaching for resistance project initiated by the Education for social justice research Group in Adelaide, south Australia: structural analysis of racism, transform organisational structures and practices. To be aware of how beliefs and values can justify particular behaviours. To question common-sense assumptions which so often ride over the less dominant voices.

This approach explains racism as an integral part of how society functions- it recognises racism as a pervasive force in society. It uncovers underlying political and economic reasons for inequalities.

Seeing how society perpetuates racism is crucial for understanding of how racism happens.

Focus on the system can also give individuals the excuse to sit back saying they can not solve the problem.

Teaching an analysis of the causes of racism can also lead to a form of indoctrination- this is how it is and my task is to make you all agree with me!

To avoid indoctrination- to involve a range of different people in identifying the issues and in collecting different points of view. It is a process of action and reflection (Adelaide)

Gender, Sexism, classism

White boys get more attention; black boys get the most negative response from teachers Wrights 92 GB Teachers most hostile to male black students who performed well academically these teachers defined themselves as liberal