A QUESTION OF RACISM: WORKING TOGETHER FOR AN ANSWER. Nichola Kapitza Crime Prevention Officer The City of Salisbury, SA

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1 A QUESTION OF RACISM: WORKING TOGETHER FOR AN ANSWER Nichola Kapitza Crime Prevention Officer The City of Salisbury, SA Paper presented at the conference Partnerships in Crime Prevention, convened jointly by the Australian Institute of Criminology and the National Campaign Against Violence and Crime and held in Hobart, February

2 Introduction High schools in Salisbury are currently having to deal with racially based incidents and one school has been the target of National Action attention. This has become a significant concern to the Salisbury Together Against Crime Committee (STACC). It was recognised that if any anti racism project is to be successful it requires ownership and the involvement of agencies, schools and students. STACC therefore established a multi agency working party that developed an innovative project, A Question of Racism, which was successfully piloted in one high school. This paper will address the project, examine its beginnings, the involvement of key stakeholders, the model, its implementation & findings. The paper will further address how this project has encouraged and enabled other agency and community involvement, the incorporation of the pilot s findings into curriculum development, community activities and resources. The City of Salisbury: is located approximately 30 minutes drive north of Adelaide covers an area of 156 square kilometres has an estimated population of 115,000 has seventeen major residential suburbs is the home of an increasing number of people from a wide range of overseas countries and has the largest metropolitan population of Aboriginal people in South Australia. Salisbury Together Against Crime Committee The Salisbury Together Against Crime Committee (STACC) was established in October It currently comprises representatives from the following agencies: City of Salisbury South Australian Police Department - Para Division Correctional Services South Australian Housing Trust Drug and Alcohol Services Council Centrelink Northern Metropolitan Health Service Neighbourhood Watch Salisbury Town Centre Association Northern Youth Service The Shed An Aboriginal Youth Project Northern Metropolitan Aboriginal Council Family and Community Services Migrant Resource Centre The Attorney General s - Crime Prevention Unit The funding for this project is provided as part of the state wide Crime Prevention program through the Attorney General s department. STACC is currently providing: a venue for community involvement in crime prevention in Salisbury; 2

3 an important coordination role between agencies and groups that have an interest in undertaking crime prevention projects within Salisbury; an avenue through which collaborative programs can and have been implemented; opportunities to bring people and groups together who want to undertake Crime prevention projects; and an enabling function, which has already resulted in an increased focus on Crime Prevention. Each year STACC, as is the case with the other 15 crime prevention programs within South Australia, identifies the crime issues of concern within the Salisbury Local Government region. The methodology for ascertaining these issues is the problem solving approach basically identifying the crime, who is committing it, when they are committed, the location, how they are being committed and who the victims are. These issues are identified by using: Police statistics; statistics from other government and non government agencies within the Salisbury area; and other anecdotal information. A detailed work-plan is then developed addressing these issues, the strategies and the key stakeholders. A Question of Racism: The Beginnings STACC identified the issue of racism as an area of concern within the Salisbury Local Government Area in the 1997/98 work-plan. Although racism is not a crime, some crimes are racially motivated. However, STACC is unable to measure the extent of this problem as police statistics do not clearly identify crimes which are racially based. Salisbury comprises a large number of ethnic groupings and National Action is active within the region. Incidents which have occurred include: streets had been letterboxed with white supremacist propaganda; racially based incidents at high schools; and schools being targeted by National Action. The challenge has been to develop a project that will address racism in a sensitive manner. STACC investigated ways of addressing the racism issue and one of the strategies identified was to undertake a consultation and educational program within high schools. The beginnings of this project were simple. STACC needed a project that would start tackling the issue of racism. Police statistics indicated an increase in the number of taskings to local high schools. Based on this information STACC decided to undertake work with young people who were having to deal with this problem. High schools therefore became the focus of the project Two schools were approached to participate in the project, Paralowie Regional School and Parafield Gardens High School. Both schools have a large number of multicultural and aboriginal students. Both schools agreed to participate in this project. Initially the project was to incorporate two phases, firstly piloting the project within Paralowie Regional School and secondly a group of teachers from Parafield Gardens High school would assist with the development of a curriculum incorporating the model and the findings of phase 1. The Model: Phase 1 June - September

4 The Council s Youth Officer and Crime Prevention Officer designed an empowerment model of education. A copy of which is attached in appendix A. This model aimed to have students: understand and define racism; design a questionnaire to identify who has been a victim, how it made them feel, what they did, what they think could help, and their families nationality; interview students from non English speaking and Aboriginal backgrounds; collate the findings; and develop strategies how the school and community can deal with racism. The school was involved in all preliminary work undertaken for this project and teachers had a considerable amount of input into the model development. This project commenced on 24 June 1997, at the Paralowie Regional School. In total 6 classes participated in this project over a 6 week period. The outcomes of this pilot were positive. Students, teachers and the school had identified issues of concern and strategies to address them. The school administration were presented with this information. It has also been reported that a number of students at this school have started wearing orange ribbons, the symbol of anti racism and tolerance. Teachers have also reported that although some students continue to express racist opinions, the way they were expressed have been modified. The evaluation, although positive of the process, identified that after the 3 sessions students had not taken ownership of the problems and the strategies developed to deal with these issues. The students did not receive any incentive to continue with the work to address racism within their school or community. One of the most important outcomes of this initial pilot was that it received a considerable amount of interest from other schools and agencies interested in undertaking work to deal with racism. Consequently an Anti Racism Working Party was established in September This working party comprises representatives from the following agencies: Northern Metropolitan Aboriginal Council Celebrating Diversity Collation Unity in the Community School representation - state high schools, primary schools and an independent college Youth Services Police Equal Opportunity Commission Multicultural Communities Council of SA Migrant Resource Centre The Department of Education, Training and Employment (Northern Region) Northern Metropolitan Health Service Drug and Alcohol Services Council City of Salisbury. 4

5 The first phase of this project provided the Working Party with a frame work which was significantly modified to address some of the limitations identified in phase one. The Working Party coordinated the development and implementation of the second phase of the Question of Racism project - which now became a Community Action Student Enterprise Project. This phase of the project was designed as an enterprise curriculum focus, which would encourage students to take social action within the Salisbury Council area. It was developed as a collaborative project between STACC, the Anti Racism Working Party and school personnel. The second phase of this project was trailed in the Para Hills and Parafield Gardens High Schools and the Paralowie Regional School. The Process The Community Action Student Enterprise Project incorporated the following components: School involvement Three high schools agreed to participate in the second phase of this project, those being Parafield Gardens High School, Para Hills High School and Paralowie Regional School. Each school identified five year 11 students and a member of teaching staff to participate in this project. The students selected: were all at risk of not successfully completing one or more year 11 subjects; applied to be involved in this project; and were identified by teachers as having some influence with other students. The schools negotiated with the students as to which subjects would be accredited with the work they undertook. The project was then prepared in such a way that student s work could be accredited. The development of project briefs. The Anti Racism Working Party contacted and requested agencies to identify any projects which had a racism focus that could be presented as a tender project to these high schools students during the racism conference. The agencies also had to identify the resources they could provide to assist them to complete the works required. The agencies involved in this process were requested to outline: a problem that it wanted addressed with the students help; the media form required; the support the agency could provide; and resources - financial and other that were available to assist the students in completing the brief. Tender documents were prepared, which incorporated all this information. To ensure that quality assurance was maintained the briefs called for the development of prototypes. When the completed work was presented by the students the agency, in conjunction with the Anti Racism Working Party, would then decide what action would be taken regarding the completed works. 5

6 Pre conference awareness raising & team building exercises All teaching staff and students participating in this project were required to participate in The Challenging Racism game. This activity gave students an understanding of racism, how it occurs, the affects and the consequences. The Challenging Racism Game was designed by a group of Aboriginal women and is an extremely powerful tool which quickly helps participants feel and understand what racism is. This game is based loosely on the monopoly board game. Participants are divided into two groups - red and blue. The red group are sent out of the room and are asked to wear a red ribbon. Nobody speaks to this group and they receive no information about how to play the game. The blue group are given $200 each and the rules are explained in depth. The blue team is told that they are not allowed to tell the red team any of the rules (even if they did red people wouldn t understand them anyway). Blue people are given the power to send any red player who lands on the same square as them to jail, where they will stay until someone can bail them out. If a blue member actually lands in jail they can bail themselves out. Numbered squares are placed in a circle on the floor. The squares have headings such as education, housing, health, jail etc. Alongside the squares are information cards with an A side and B side. The blue team reads side A which always contain positive and rewarding scenarios. The red team reads side B which are always negative. The Facilitator plays a very important role in this game. Speaking nicely to blue team members and giving these participants more dice to roll. He treats the red team members as stupid and only gives them two dice to roll. After several rounds the game is them stopped and a debriefing session is held. The game usually lasts about one hour. The students are then provided with information defining racism and discrimination and the various forms that it can take in our community. The Racism Conference Several days after the Challenging Racism activity the students and teachers participated in an anti racism conference. This was set up as for any professional development exercise. Students were taken out of the high school environment and were treated as any member of staff that attends a professional development activity. The venue was the City of Salisbury Committee rooms which also encouraged the students to access local government facilities; something they normally would not do. The conference was facilitated by Mr Nigel Howard, the Acting Deputy Principal of Parafield Gardens High School. Everyone, including the guest speakers, were required to participate in all activities and no observers were present. All participants were given name tags. 6

7 The conference program is as follows: Welcome and introduction Cohesion activity for all participants and panel members. Panel presentations - Penny Wong (spokesperson for Celebrating Diversity & Barrister) As a Chinese Malay her presentation focused on her personal experiences and feelings on racism, what is actually being done at present and how people can get involved. David Hawke (Equal Opportunity Commission) - his presentation focused on so it is not a fair playing field - this is the history and why things are the way they are - Equal Opportunity explained. After the presentations all participants were given the opportunity to ask questions Imagine the world without racism - what would it look, feel, and sound like for: you the individual; your school and others; the community in which you live; and Australia. What do other people think - students interviewed agencies represented and get their points of view Possible actions that we could take brainstorming enterprise briefs - introducing these to the students Tenders How do we do it. Identifying our own skills. Identifying the groups skills. What skills development will we require to undertake this project. What is required. Who should we speak to. How will be get started. Which tender do we want to do. Finding out what the other schools are doing. Negotiation The agencies that presented the briefs joined in with the discussions to assist the students and to get things started and to explain the brief further if required. Commitment to action The tenders were accepted and the students met with the agencies that they were working with. Appointments were made between the groups of students and the agency. Close During this process students were personally being introduced to workers and agencies that they most properly would never make contact with whilst undertaking a normal high school project. Everything possible was done to increase the student s comfort settings during this activity. 7

8 Students felt more comfortable about making contact with the workers after the conference and meetings were arranged and held outside of the school s environment. Students were given an opportunity to see how networks work and their importance. The conference also illustrated to students where they could go for help, the types of work currently being undertaken and the types of projects that have occurred previously. It created linkages into what is already occurring and provided agencies with ideas and feedback from young people. It has reinforced to students that you do not have to reinvent the wheel. Presentation of completed works. Students tendered for the project briefs and worked with personnel from the anti racism organisations on these projects. The pilot project was successful and the students completed prototypes for three anti racism resources, those being: A static information display developed for the Celebrating Diversity Coalition (Paralowie School); An anti racism card (Para Hills High School); and The logo for the proposed Unity in the Community festival (Parafield Gardens High School). The students worked together as a team to undertake the works required to complete the projects outlined in the briefs. At the completion of the project the students and schools received certificates of appreciation. The outcomes of the project were that only two students did not complete this project. One student moved interstate and the other obtained full time employment. One school also reported that there was a ripple effect; other students were asking what could they do and mainstream classes began investigating racism and the impact that it has on the community. Phase 3: March - October 1998 Based on the outcomes of the phase 2 of this project it has been expanded to include a week long celebration of multiculturalism and anti racism, which will be held in Salisbury, 23 to 29 March The aims of this week are to: promote a greater understanding and appreciation of the value of cultural diversity and reconciliation; celebrate the cultural and linguistic diversity of Salisbury; promote and support local cultural expression and exchange; and defuse current inter-racial tension and contribute to a climate in which people from all cultures feel safe to express their cultural heritage/beliefs without fear of marginalisation, alienation or reprisal Some activities that will be undertaken as a part of this celebration include: 8

9 Question of Racism Project - to be undertaken with all state and private high schools in Salisbury (similar to phase 2); A Parade of Cultures Friday - 27 March; Unity in the Community - Celebration of Multiculturalism - Sunday 29 March; Intergenerational conflict forums - consultation with people of Spanish speaking backgrounds Cultural Connections Conference (Tuesday 24 March 1998). The festival will provide access to, and promotion of resources and services, which are available to members of the community. It will also reinforce the feeling that people are living within a community, which recognises the value of cultural diversity and anti racism and is committed to supporting and promoting local cultural expression. It is hoped that such initiatives will be seen as a demonstration of community support for those people who have borne the brunt of racist attacks in the north and lead to a reduction in the incidence of racial vilification and minor assaults. Curriculum Development Negotiations have commenced with the Department of Education, Employment and Training as to how this model can be developed into a state wide curriculum. This project will provide information and a model that may be adopted for this purpose. However, one of the issues that has been identified by students is that there needs to be work undertaken with year 8 students. Teachers have also reported that there tends to be behavioural changes in students between year 7 to year 8 regarding racism. As a result of this feedback the Working Party will, as part of this project, design and implement a peer education-training model within High Schools. This project will be trialed in three high schools in semester 2, Peer Education - Racism Although the details of this section of the project have not been finalised it is envisaged that: This project will focus on the training of all interested year 10 students to be peer racism educators. All Year 10 students in each of the three schools will be advised of the training. Students will be requested to apply to undertake the training - no selection process. It will be available to all students that express an interest. As part of this process students will be trained in the provision of the Challenging Racism Game. Training will include particular attention to the issue of debriefing of participants and ensuring the safety of all participants. After the completion of the training the students will then be required to apply to become peer racism educators. The peer racism educators will provide training for year 8 students in their schools at the commencement of the school year. They will also be available to provide training within the feeder primary schools. This will be set up as a business enterprise. Students will request a small payment from the primary schools for the provision of this service. A regional support network of all peer racism educators will be established and they will meet on a regular basis. The finer details of this project have not been finalised to date. 9

10 The owners of the Challenging Racism Game have been contacted and advised of this proposal and are fully supportive. (This organisation is based locally within Salisbury). Closing Remarks One of the most remarkable aspects of this project has been the willingness of agencies to work together and to share resources, not only with other agencies but with the youth of Salisbury. The other has been the cost effectiveness of this project. The Question of Racism project to date has cost less than $2,500. The in kind support generated by this project has been overwhelming. The Question of Racism has shown young people the importance of working together, to have their say and how to do that. One of the proposals that the young people are currently exploring is the establishment of a Young Peoples Coalition Against Racism. The curriculum has not been developed to date however, with all the work that has been undertaken and the partnerships that have been developed, this task should be made considerably easier. STACC has taken the first step. The interest that this project has generated has brought all the key stakeholders around the table and they are now talking and working together. 10

11 Appendix A - Phase 1: Empowering Model of Education Model Session 1: Introduction Explanation of the project Aims How does our society currently exist? (In terms of acceptance of culture) Utopia: What is it? & What would it exist of? Student s working definition of Racism Well this is Racism - What is the opposite? Small group work: Question: If you were asked to do survey within the school:- What would you ask? What cultures are you aware of that exist in your school? Questionnaire questions to be collated and prepared into a workable survey to be used in session 2. Each class/year developed their own survey - all surveys were different in the length and the types of questions that the students felt that were important. Session 2: Consultation The second session a class of the same year level comprising high numbers of English as a Second Language (ESL) students and aboriginal students was included in the entire session. Interview Skills Listening Respect Accurate recording Asking the written questions No interpreting or answering the questions Role play. How to interview correctly. Doing the Survey Teachers and Crime Prevention Officer and Youth Development officer supervised this section. Students that undertaking the survey were allocated to student form the ESL/Aboriginal class and requested to go through the survey and complete each question. This was done on a one to one basis. Once this task was completed the roles were reversed and another survey form completed. Debriefing: Separating the group into: Kids who have been surveyed Kids who did the surveying Facilitators to work with each of the groups to identify any problems or if students required further assistance to deal with issues that may have arisen as part of this process. Task setting Collating the information Tally sheet Session 3: Findings of Survey 11

12 What were the suggestions? Discussions about the responses received from the survey. What are the issues in the school. How can we use them? Students discussing possible ways & actions that can be undertaken to address the issues that have been identified. Feedback and where to from here? Development of strategies for - school, Salisbury and State-wide How could we do this better? 12