Page 3593 - Week 14 - Tuesday, 8 December 1992
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MR MOORE: Mr Connolly interjects, "A good school". I think it does reflect a very positive attitude on the part of the teacher and what is going on in that school. The questioning was of somebody who is six years old and perhaps he has not reached a stage where racism becomes important. I accept that that could be a factor. But we have to ask ourselves why that same sort of innocence, or understanding, acceptance or tolerance does not continue through the schools. What is it that happens? What can we do to assist in having our children retain that same sort of attitude where colour or background or race is absolutely nothing and, as in the case of my son, is totally irrelevant? That is what we are trying to achieve and I think that that is the important point of the matter of public importance raised by Mrs Grassby today.
MR WOOD (Minister for Education and Training, Minister for the Arts and Minister for the Environment, Land and Planning) (3.50): Madam Speaker, Mrs Grassby has brought to our attention the fact that we must always be on our guard to promote civilising values and practices, and to combat discriminatory or racist ideas which arise from time to time. I think the example we get around the world today is truly a worrying one. I cannot remember in my lifetime when there have been more racist tensions and wars than we see at present.
The cultural and ethnic diversity of Australia is evident in the ACT. The 1986 census showed that over 61,000 residents were born overseas. This is 25 per cent of our population, compared with 22 per cent Australia-wide. Fifteen per cent of our population came from non-English-speaking backgrounds, compared with 14 per cent nationwide. In our schools in the ACT we are working hard to promote multicultural values and harmony.
When we speak of multiculturalism here, we are discussing very positive approaches to fostering the cultural and ethnic diversity of our community within the wider society. Multiculturalism in education is a perspective which permeates all aspects of schooling - the policies of our school system as a whole, system-wide programs put in place to foster multicultural values, and specific programs operating in our schools which are taking real and positive local action to promote harmony amongst students of all backgrounds. We are thinking globally, but acting locally. Our policies for promoting multicultural harmony and reducing tensions stemming from racial, ethnic or religious differences are in keeping with national approaches.
The Department of Education and Training is currently reviewing its education and multiculturalism policy. This policy outlines the implications of the national agenda for a multicultural Australia put out in 1989, and the national goals for schooling, also put out in 1989, for the ACT school system. The policy provides a rationale, aims and guidelines for implementing approaches to make schools and their communities better places for ethnic minorities.
Two dimensions identified in the national agenda are: First, cultural identity - the right of all Australians, within carefully defined limits, to express and share their cultural heritage, including their language and religion; and, secondly, social justice - the right of all Australians to equality of treatment and opportunity and the removal of barriers of race, ethnicity, culture, religion, language, gender or place of birth. The national agenda includes the following principles which are relevant to education: Freedom from discrimination; equal life chances, development of potential; proficiency in English and languages other than English; and development of cultural identity.
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