Rethinking Multiculturalism / Re-Assessing Multicultural Education

The project unearthed the challenges posed by increasing cultural complexity in schools and their communities. It examined approaches to multiculturalism in NSW government schools, in both urban and rural areas, and how these link to the role of education in promoting social inclusion. The project explored the relation between perceptions of difference that shape teaching practice and the rationales of multicultural programs through an analysis of policy discourse, a statewide survey of teachers and focus groups with teachers, parents and students. The findings informed professional learning for teachers and action research projects in those schools that developed innovative approaches to meeting the needs of culturally diverse communities and improved teacher knowledge.

Key Findings

The project revealed that NSW public school teachers in 2011 were strongly pro-diversity (94.5%), had a non-assimilatory stance (74.8%) and acknowledged that racism was a problem in Australian society (70.1%). The project also found that teachers were pro-multicultural education (84.0%) and strongly supported anti-racism in schools (94.7% disagreed with the statement that 'It is not the responsibility of schools to address racism or discrimination in their schools'). Comparing these data to the national Challenging Racism Project data, the project indicated that teacher attitudes were more strongly pro-diversity than the general Australian population and that teachers were less likely to hold assimilatory views. Teachers were also less likely to acknowledge racism than the general Australian population: only 53.6% of teachers agreed that racism was a problem in schools. While community attitudes to diversity, and to minority groups, varied across Sydney, teacher attitudes were almost uniformly positive.

Action Research Projects

14 schools were assisted to conduct their own action research projects to develop effective strategies to ensure culturally inclusive practices and environments in schools and to promote intercultural understanding, cultural inclusion and national belonging. These strategies were documented and promoted to other schools to support the implementation of the Department's Cultural Diversity and Community Relations Policy. The 14 schools included both primary and high schools with diverse demographic and cultural profiles, located in both urban and rural areas.