Celebrating Diversity Part 1 - Australian Red Cross

Y Challengecelebrating diversityCRISIS CARE COMMITMENT

First edition published 2009 by Australian Red Cross155 Pelham StreetCarltonVictoria 3053Australia© Australian Red Cross 2009National Library of AustraliaCataloguing-in-publication data:Australian Red CrossY Challenge - celebrating diversity1st ed.ISBN 978-0-909896-95-9All rights reserved. Material in this book may be photocopied by schools and youth groups registered with theRed Cross Y Challenge - celebrating diversity program. With the aforesaid exception, no part of this publicationmay be reproduced, stored in a retrieval system or transmitted in any way, electronic, mechanical or otherwise,without the prior permission of Red Cross.Cover photograph: © Australian Red CrossCover and internal design: © JDdesignLine art: © ZoomorphicPrinted by: Document Printing Australia (DPA)DisclaimerAll activities in this book have been developed with obligations for duty of care and the safety of the mentor and youngteam members in mind. However, mentors and teams must take due care when carrying out the activities, ensuringappropriate space, equipment and adult supervision are provided at all times. Red Cross cannot accept anyresponsibility for any injury that may be sustained while any of the activities described in this book are being undertaken.Note for Indigenous AustraliansThis manual contains images of Indigenous Australians, published with permission. The manual may stay in circulationfor some years, possibly after the death of indigenous people whose images appear here. Red Cross will make everyeffort to ensure that if such a situation arises, the relevant images will be replaced in subsequent editions.

Y Challengecelebrating diversityFirst Edition 2009This project was proudly funded by the Australian Government’s Diverse Australia Program, which aims to promoterespect, fairness, inclusion and a sense of belonging for everyone. For more information, visit www.harmony.gov.au.

ForewordRed Cross embraces and celebrates the diversity of Australia, a societythat is culturally rich and vibrant. We believe that respect andacceptance are integral to the development of a just, harmonious andequitable multicultural society.It is therefore with great enthusiasm that Red Cross has developedY Challenge - celebrating diversity in partnership with the Departmentof Immigration and Citizenship, to engage young Australians aroundissues of multiculturalism.This resource provides a range of activities designed to increase mutual understanding and respectbetween young Australians of different cultural backgrounds. But more than that, it provides aframework that supports young people partnering with others in the community to developcommunity projects that focus on celebrating diversity. Youth led projects such as these are aneffective, practical means of encouraging and supporting mutual respect between people ofdifferent cultural backgrounds. They make a real contribution to building communities that acceptand celebrate diversity.The Y Challenge - celebrating diversity resource will support young people as they explore andcelebrate the cultural diversity that defines Australian society in the 21st century. We wish ouryoung people all the best as they explore Australia’s cultural wealth and forge new friendshipsbased on greater understanding.Michael RaperDirector of Services and International OperationsAustralian Red CrossiY Challenge - celebrating diversity

ForewordAustralia is one of the most successful multicultural countries in the world.This is because as Australians, we have a tradition of acknowledgingand celebrating differences of culture, ethnicity, language and faithwithin an overall shared sense of identity and purpose.It is through organisations like Australian Red Cross, and initiatives likethe Y Challenge - celebrating diversity program, that we are able towork together to build on these inspiring values.However it is our personal choices that determine whether we understand the diverse experiencesof each other, and move forward as a fair and inclusive community.This program encourages young people to explore and celebrate Australia’s cultural diversity.It also helps them develop projects that promote fairness, respect for one another, participationand a sense of belonging among their school and local communities.This curriculum material will help young people work together towards these goals and develop theskills that are essential in a vibrant culturally diverse community like Australia.As the Parliamentary Secretary for Multicultural Affairs and Settlement Services, I am proud tosupport the Y Challenge - celebrating diversity resource. I am confident that with your help, thisvaluable resource will encourage inclusion, understanding and respect for many years to come.I congratulate you on becoming a part of this important program, and encourage you to embracethis opportunity to help shape our ongoing spirit of inclusiveness.Laurie FergusonParliamentary Secretaryfor Multicultural Affairs and Settlement ServicesY Challenge - celebrating diversityii

AcknowledgementsThe Y Challenge - celebrating diversity program was produced by Red Cross in partnership withthe Australian Government, through the Department of Immigration and Citizenship’s (DIAC)Diverse Australia Program. The Diverse Australia Program is a community-based educationinitiative that aims to address issues of cultural, racial and religious intolerance by promotingrespect, fairness, inclusion and a sense of belonging for everyone. The Y Challenge - celebratingdiversity program is designed to engage Australia’s youth in achieving these aims.Red Cross would like to acknowledge the expertise and support of the following individuals andgroups in the development of the Y Challenge - celebrating diversity program:For text, Red Cross thanks:Research and writing teamStaff in Western Australia: Ms Melanie Brewer, Ms Ruth Vargas, Ms Melissa Hurd, Ms Grace RobertoStaff in Victoria: Ms Paula Taylor, Ms Jane McNallyNorthern Territory: Ms Teresa Clonan (Consultant)Editorial teamMs Paula Taylor, Ms Jane McNally and Ms Anne Semple (Consultant)For expert advice, Red Cross thanks:- the teachers and students in the Western Australian trial schools for the time and feedback theycontributed in the consultation and trialling process- the members of the project steering committee: Mr Conrad Gershevitch (Australian Human RightsCommission), Mr Rob Ball (Centre for Multicultural Youth), Ms Leann Wilson (Red Cross),Ms Sharon Kinchela (Red Cross), Ms Debbie Darnell (Department of Immigration and Citizenship)and Ms Beth Cotterill (Department of Immigration and Citizenship).- the members of the project reference group (from Western Australia): Mr Matt Hunt(Office of Children and Youth), Ms Trish O'Reilly (Office of Children and Youth), Ms Rita Tognini(Department of Education and Training), Ms Dragana Danicic (Office of Multicultural Interests),Ms Kylie Hosking (One World Centre), Ms Veronica Bannon (Department of Immigration andCitizenship), Mr Bruce Loo (Department for Child Protection), Ms Veronica Greenfield (CanningtonCommunity College), Mr Andrew Edwards (Cannington Community College)- Ms Melinda Rendina and Ms Margaret Rae (Department of Immigration and Citizenship)For advice in relation to content pertaining to Indigenous Australians, Red Cross thanks:Mr Allan Bin Salleh (Red Cross), Ms Leann Wilson (Red Cross), Ms Sharon Kinchela (Red Cross)and Mr Bruce Loo (Department for Child Protection)For photographic images, Red Cross thanks:- Visible 2006 for images in Polly’s story (page 27)- The Australian Football League and Mr Michael Long for his image (page 42)- The Community Newspaper Group for the Lockridge Senior High School image (page 54)- Fairfaxphotos and Tania Major for her image on page 50- All the photographers and image suppliers (as indicated on images).For the right to reproduce, Red Cross thanks:- Visible 2006 for the text of Polly’s story (page 27)Red Cross has made every effort to trace ownership of copyright material. Any errors or omissionsare unintentional. Red Cross welcomes any information that leads to corrections in subsequentreprints. Please forward such information to the Youth and Family Programs Department via emailat schoolprojects@redcross.org.au.iiiY Challenge - celebrating diversity

ContentsWhy celebrate diversity? 1TO THE MENTORThe program 2Resource materials 2Red Cross support 3Registration 3FAQs 3Key to icons 4Setting the scene 5Activity 0.1Activity 0.2EXPLORESection overview 7Exploring culture 8Activities 1.1-1.2Exploring Australian culture 14Activities 1.3-1.7Exploring assumptions and stereotypes 24Activities 1.8-1.14Exploring rights and responsibilities 37Activities 1.15-1.16Exploring mutual understandingand respect 41Activities 1.17-1.18Exploring similarities and differences 44Activities 1.19-1.20TAKE ACTIONSection overview 59Finding out 60Activity 3.1Possible projects 63Activity 3.2Planning 66Activity 3.3Doing 68Activity 3.4Checking, reviewing and reflecting 71Activities 3.5-3.6Celebrate 78Activity 3.7Continuing action 79Activity 3.8APPENDICESAppendix 1 Glossary 80Appendix 2 Useful links 83Appendix 3 UN Declarationof Human Rights 87Appendix 4 UN MillenniumDevelopment Goals 89Appendix 5 Red Cross contacts 90Registration Form 91INSPIRESection overview 47Inspirational people 48Activities 2.1-2.2Inspirational ideas 52Activities 2.3-2.6Y Challenge - celebrating diversityiv

whycelebratediversity?Australian Red Cross/Mel HurdEvery Australian has a cultural heritage, whether he or she is an IndigenousAustralian, a sixth generation Anglo-Celtic, Chinese- or Afghani- Australian,a descendent from the post World War II or Vietnam War migration waves,a more recent arrival from Africa or the Pacific Islands - or any otherbackground. We all have a story, background and culture.Red Cross recognises and celebrates this diversity and is committed tocontributing to the development of a culturally rich, vibrant and resilientAustralian society. As part of that contribution, Red Cross has developedthe Y Challenge - celebrating diversity program to encourageunderstanding and the development of strong relationships betweenAustralians of different cultural backgrounds.Y Challenge - celebrating diversity is a resource designed to support youngpeople as they explore and celebrate the cultural diversity that contributesto a 21st century understanding of what it means to be Australian.Three core beliefs underpin the program:1. An understanding of different cultural practices leads to mutualrespect and acceptance.2. Respect and acceptance are integral to the development of a just,harmonious and equitable society.3. Projects devised and implemented by young people are an effectivemeans of encouraging and supporting mutual respect betweenpeople of different cultural backgrounds.DefinitionsIndigenous AustraliansIt is acknowledged that AboriginalAustralians and Torres StraitIslanders are two distinct culturalgroups having similarities anddifferences; however both arerecognised in Australia asIndigenous peoples. An AboriginalAustralian or Torres Strait Islanderis recognised as being of descentand is accepted as such in theirhome community.Throughout the Y Challenge -celebrating diversity materials,the term Indigenous Australiansincludes both Aboriginal andTorres Strait Islander peoples.Anglo-CelticAnglo-Celtic refers to people ofEnglish descent, but is sometimestaken to include Scottish, Irish andWelsh. Anglo- can be used todescribe people of mixed ancestry,for example Anglo-Chinese,Anglo-French. The term issometimes incorrectly used todescribe people of broadAustralian descent. In thesecircumstances, terms such as'Australian Chinese/French' aremore appropriate.1Y Challenge - celebrating diversity

To thementorThe programThe Y Challenge - celebrating diversityprogram is for young people from 10 to 15years of age by adult mentors, who aretypically teachers or youth leaders. Theprogram has three sections, each divided intoa number of sub-sections.Section 1 ExploreThis section guides exploration of the conceptof ‘culture’. By investigating what culturemeans to them and others, young peopleexplore and address issues that can arise dueto lack of knowledge or misunderstanding.Section 2 InspireThis section provides ideas for projects andexamples of teams which have made acontribution to greater understanding betweenpeople of different cultural backgrounds.Section 3 Take actionThis section helps young people to turn theirunderstandings of culture into action. A teamplans, implements and assesses a projectthat develops cultural understanding in theschool or local community. The tools helpyoung people to develop skills in projectmanagement and to work as part of a teampursuing a common goal.The resource is designed to be flexible, withmentors and teams free to choose andundertake activities that suit theircircumstances, needs and interests. The timespent engaged in the program, the number ofpeople involved and the design of a projectare decided by the team.Grant Hobson PhotographyResource materialsThis manual and a comprehensive websitesupport the program.The manual features:• written expression activities to help youngpeople to develop their skills in:- description and comprehension- analytical and critical thinking• group activities to develop interpersonalcommunication skills• communication and expression activitiesto develop skills using creative methodsother than the written word• background information for mentors• suggested questions to support discussion• practical pointers for mentors• definitions throughout the text, listed in acomprehensive glossary• links to other sources of information andsupport (Appendix 2 Useful links)• icons for ready reference (see page 4).The website www.redcross.org.au features:• access to this manual in pdf format• further activities and resources (including animage bank)• links to related resources• maps that cross reference the materials tothe National Statement on Civics andCitizenship and the curriculum in each Stateand Territory• examples of completed projects.Y Challenge - celebrating diversity2

Red Cross supportSupport is provided through the Red CrossY Challenge coordinator in your State orTerritory (see Appendix 5).The support provided to mentors and teamsundertaking the Y Challenge - celebratingdiversity program includes:• professional learning opportunities• advice from trained Red Cross staff• online information and materials• guest speakers• promotion in Red Cross publications• assistance with publicity in the mass media.RegistrationRegistration is free. To become involved in theY Challenge - celebrating diversity program,simply register online at www.redcross.org.auor complete the registration form at the end ofthis manual.FAQsHow long will it take to complete theprogram?The program can be completed over anylength of time: a few days, weeks or even ayear. After completing the desired activitiesfrom the Explore and Inspire sections, aproject of any length can be undertaken. Theteam and the mentor decide the timeline.Do we need to complete all three sections?How much of each section your teamundertakes depends on their understanding of‘culture’ and on their project management skills.The Take action section is the key to theprogram’s success. Planning andimplementing a project provide opportunitiesfor young people to:• consolidate their understandings of culture• share the message of mutual understandingand respect between cultures beyond theirteam.What if I am concerned about approachingthe topic of cultural diversity?Start the program by:• describing the purpose of the program anddefining what participation means for youand the team• assisting the team in establishing groundrules for behaviour and resolving differencesshould they arise• emphasising that participation is a journeyyou will be taking together• conducting an activity that will stimulateinterest in the program.The sub section, Setting the scene, providessuggestions for how to begin the program.The program can raise questions that aredifficult to answer and sensitive issues thatmay expose conflict within a team. Beprepared for these situations by:• familiarising yourself with the backgroundinformation, pointers for mentors andsuggested discussion questions beforeundertaking each activity• increasing your own knowledge andunderstanding of cultural diversitythrough the online resources(see Appendix 2 Useful Links)• undertaking professional learning withRed Cross or other providers(see Appendix 2 Useful Links).Who is responsible for insurance andduty of care?Where the Y Challenge program is taken upby a school group or recognised youth group(for example, the Local Council YouthProgram), duty of care rests with the staffand/or volunteers of that organisation.Responsibility for insurance also rests with thatorganisation. Where the Y Challenge programis taken up by a Red Cross youth group, dutyof care rests with the staff and/or volunteers ofRed Cross. Responsibility for insurance alsorests with Red Cross.Staff at Red Cross are able to assist teams inplanning their project(s).3Y Challenge - celebrating diversity

Key to iconsPurpose of the activityWritten literacy activity with a focus on comprehension and descriptionWritten literacy activity with a focus on analysis and critical thinkingWritten literacy activity with a focus on comprehension, description, analysisand critical thinkingGroup activity involving simple instructionGroup activity involving more complex instructionGroup activity that can be adapted to a range of audiencesStraightforward activity with a creative non-written communication focus,for example a poster, role play or websiteMore complex activity with a creative non-written communication focus,for example a poster, role play or websiteAn activity with a creative non-written focus, for example a poster, role play,website that can be adapted to a variety of audiencesSuggested discussion questionsPointers for mentorsTake special care!Y Challenge - celebrating diversity4

Members of your team will come to the program with their own ideas and beliefs aboutculture and cultural diversity. Be mindful of any existing tensions due to attitudes torace, ethnicity or culture that might exist within the team. If you are aware tensionsexist, or if they become apparent while discussing the options suggested in this activity,it might be more useful to begin the program with activities from the Explore section.ACTIVITY 0.2 Fire up!This activity stimulates the team to actively explore cultural diversity.• Discuss with the team which of the following options they mightundertake:- hold an afternoon tea with food from a range of cultures- have a meal in a restaurant that serves food from a particular country- attend a multicultural musical event- visit the cultural section of a museum- visit an Indigenous Australian environmental interpretation centre- have two or more guest speakers from different cultural backgrounds visit and describe andexplain their traditions to the team- other suggestions.• Use a decision-making strategy to choose one of the options.You will need• materials as required bythe activity• written parental permissionif taking up the option of anexcursion• Use the activity to stimulate discussion about cultural diversity and the future direction ofexploration for the team.Ensure that appropriate permissions are obtained for your activity.Decision making strategies include:- ‘hands up’ vote- secret vote- weighing up the ‘pros’ and ‘cons’- nominating one person or team to make the choice.TO THE MENTOR | Y Challenge - celebrating diversity6

Australian Red Cross/Tim PageExploreSection overviewExploring our understanding of culture is anexciting and interesting undertaking. Australianculture is an evolving multicultural one thatoffers countless opportunities for people fromdifferent backgrounds to learn about eachothers’ customs and practices. This sectionhas four aims.1. To help young people develop anunderstanding of the various meanings ofthe term ‘culture’ by asking questionsincluding:• What do we think culture means?• Does culture change over time?• What is cultural identity?2. To provide opportunities for young peopleto examine their own and other peoples’attitudes to culture by asking questionsincluding:• What are my attitudes to other peoples’cultural practices?• Do we understand why other peoplehave different practices to us?• How do our attitudes influence how weinteract with each other?3. To have young people examine and discussthe possible social implications for amulticultural society by asking questionsincluding:• How can different cultures best enrich thecultural experiences of all Australians?• What forward thinking and planning arenecessary to ensure people from differentcultural backgrounds live in harmony?4. To have young people think about the roleof mutual understanding and respect indeveloping a vibrant and resilient Australiansociety by asking questions including:• How do we show respect to each other?• Does everyone show respect in thesame way?• What part do respect, rights andresponsibilities play in developing mutualunderstanding?The activities provided are designed tostimulate discussion, reflection and criticalthinking on these topics. Young peopleconsider and reflect on their own views andvalues and listen to and learn from the storiesand perspectives of others. The activities helpyoung people to understand that sensitivity tothe cultural practices of others plays animportant part in creating a vibrant andresilient Australian society.7EXPLORE | Y Challenge - celebrating diversity

Exploring cultureBackground informationWhat is culture?This is a challenging question! Culture hasdifferent meanings for different people andthese definitions can change over time. Theimportance of observing cultural practices alsovaries between cultures and from person toperson within a culture.In 2002, the United Nations Educational,Scientific and Cultural Organisation (UNESCO)described culture as being ‘the distinctivespiritual, material, intellectual and emotionalfeatures of a society or social group and that itencompasses, in addition to art and literature,lifestyles, ways of living together, valuesystems, traditions and beliefs’.Culture can be simply described as all traditionsand patterns of life that are communicated andpassed down from generation to generationwithin a particular society.Culture can also be used to refer tosubcultures within a society. Some examplesin Australia include: pop culture, rock cultureand youth culture.It is difficult to define culture for a diversecountry like Australia whose people have theirroots in, and identify with, a wide range ofcultural, ethnic and national backgrounds. Forthis reason, the Australian culture is describedas an evolving multicultural one.Culture and changeCulture is learned. We learn cultural practices,values and attitudes first from our families thenfrom our social groupings and institutions.While aspects of culture can remain static forlong periods of time, all cultures change.Changes to a culture can occur due to internaldevelopments or to the external influences ofother cultures.Examples of internal developments include:• new technology, for example, the industrialrevolution changed the focus of Englishculture from agriculture to commerce;• new social practices, for example, new dresscodes during the 1960s and 70s contributedto a more casual attitude towards dress thatmany people in Australia have today.Examples of external influences that influenceculture include:• trade with other societies resulting in theintroduction of new goods andmanufacturing processes• intellectual exchange resulting in the sharingof ideas• colonisation resulting in changes to thecultural practices.All cultures change, or evolve, with time. Itsometimes happens that when change issudden and dramatic, some culturesdisintegrate or cease to exist. History givesexamples of many such cases. The study ofhuman cultures is called cultural anthropology.Activity 1.1 What is culture? 9Activity 1.2 Culture walk 10DefinitionsEthnicityA person’s ethnicity describes the particular characteristics aperson has due to origin, language or nationality.EthnicThe word ‘ethnic’ is often used by people in one group to describepeople in another group that has different cultural characteristics,and usually represents a minority. The word is sometimes usedinappropriately.RaceThe word ‘race’ is often used to group people together based onphysical characteristics such as body shape, facial features andskin colour. As a scientific concept it is widely criticised by experts.www.morguefile.comEXPLORE | Y Challenge - celebrating diversity8

ACTIVITY 1.1 What is culture?Culture is a difficult concept to define. This activity prompts the teamto think about those aspects of our lives that define culture.This activity helps young people to develop a shared understanding ofwhat is meant by the term culture and to develop an analogy for culture.Part A Culture cards• Pose the question ‘What do we think culture is?’ and have the teambrainstorm their responses.• Next, pose the question ‘What things about you are part of yourculture?’ Brainstorm responses.• Provide the team (or small groups) with a set of Culture cards.• Each person takes one Culture card and, in turn, reads it out stating ifthey think it is part of culture.• The team discusses the response and by general agreement the cardis placed in either the ‘culture’ or ‘not culture’ container.• The team writes other aspects of their lives on blank cards and repeatthe process.Is culture more than the food we eat, our language or our appearance?Do we understand how our own culture influences what we do or think?Are our beliefs, values, thoughts, the way we act and the ways weinteract with others, expressions of our culture?Do our beliefs, values, thoughts, the way we act and the ways weinteract with others influence our culture?You will need• 1 x set of Culture cardsper team or small group(Resource sheet 1.1)• blank cards• 2 x containers for cards• 1 x enlarged Iceberg poster(Resource sheet 1.2)• tape, glue or blutackwww.morguefile.comPart B Is culture like an iceberg?The iceberg has been used as an analogy for culture because, like an iceberg, only someaspects of a person’s culture are obvious, for example clothing or language, while otheraspects of a culture are less obvious, for example a person’s beliefs and values.• Display the iceberg poster and explain that only 1/10th of an iceberg is visible above waterand that 9/10ths is not.• Pose the question: ‘Is culture like an iceberg?’ Field responses and then invite the team toattach the Culture cards to the appropriate part of the poster.• Complete the activity with discussion about how effective the iceberg analogy is.Are the obvious aspects of culture more or less important than the non-obvious ones? Why?Is the iceberg analogy a useful one? Why do you think so?If we can’t be aware of all aspects of a person’s culture, how does this affect our understandingof each other’s culture?Be prepared for points of difference during this activity! Some cards, for example Thelanguages we speak might find quick agreement, others, for example, The types of pets wekeep might be debatable. Others are clearly not aspects of culture because they are not humanbehaviours, for example, The country we live in.Geography, climate and other aspects of experience that are not of human construct caninfluence culture but are not aspects of culture.A tree is also an effective analogy, with the roots underground representing the not obviousaspects and the leaves representing the obvious. Your team might extend the analogy toinclude flowers and fruit. A house is another possible analogy.9EXPLORE | Y Challenge - celebrating diversity

ACTIVITY 1.2 Culture walkYoung people differ in their ideas about the meaning of ‘culture’.Critical analysis is a thinking skill which helps young people tounderstand their own perceptions and those of others.This activity promotes critical thinking and reflection about the termculture.• Place the three labelled pieces of paper at equal distances apart in aline across the floor. Explain that there are no right or wrong answersas this activity is focussed on individual opinions.• A person reads out one of the Culture Walk statements. Members ofthe team place themselves along the continuum according to theirpoint of view.• Ask a selection of individuals to explain their reasons for standingwhere they are.• Repeat as often as time and interest allows.• Conclude the activity with a discussion about what culture means anddevelop and display a generally agreed definition.• Extend the activity. Have the team divide into small groups. Eachgroup develops an analogy for culture and creates a poster toillustrate it, for example, is culture like a tree, an iceberg, a house?Aim for different analogies between groups.What do we think the term culture means?How does what we think compare with dictionary, encyclopaedia orinternet definitions?Can we recognise someone’s culture? Explain.How do people learn the characteristics of their culture?If culture is like an iceberg what are the implications for trying to learnand understand each others’ cultures?* The statement ‘We all have the same culture’ is very thoughtprovoking and works well as the final statement of the exercise.Be prepared for points of debate during this activity. Some cards, suchas The languages we speak might find quick agreement, others suchas The types of pets we keep might be debatable. Others, includingThe country we live in, are clearly not aspects of culture.Geography, climate and other aspects of experience that are not ofhuman construct can influence culture but are not aspects of culture.You will need• 3 x pieces of paper, eachlabelled with one of theterms:- agree- not sure- disagree• dictionary, encyclopaedia orinternet resources• poster making materialsSuggestedCulture Walkstatements• A person’s culture is obviousto others.• A person’s culture isdetermined by the countryhe or she was born in.• A person’s culture is indicatedby the country he or she wasborn in.• A person’s hair colourindicates his or her culture.• The type of government andlaws a society has are aspectsof culture.• Culture is something that islearned.• A person’s skin colourindicates his or her culture.• Some aspects of a person’sculture are not obvious toothers.• It is not possible for a personto change their culture.• How children are raised is anaspect of culture.• The environment can shapeour cultural practices.• Our culture makes us whowe are.• We all have the same culture.*• Other? (See Resource sheet1.1 for further suggestions)EXPLORE | Y Challenge - celebrating diversity0

Resource Sheet 1.1Culture CardsThe food we eatThe things we are good atOur beliefsWhat we thinkabout the governmentWhat we thinkabout the environmentHow much pocketmoney we getWhere we were bornHow, where andwhen we eatThe type of pets we keepThe clothes we wearHow many childrenin our familiesWhat we do onthe weekendThe things we celebrateThe language(s) we speakOur star signsThe country we live inLine art © Zoomorphic1EXPLORE | Y Challenge - celebrating diversity

Resource Sheet 1.1Culture CardsOur hairstylesWho we live withHow children areraised in our familiesThe school we go toOur faith or religionThe sports we playThe music we playOur accentsHow we celebrateweddingsThe colour of our skinWhat happens at funeralsOur facial expressionsThe colour of our eyesThe art we makeHow we think about landThe type of car we haveLine art © ZoomorphicEXPLORE | Y Challenge - celebrating diversity2

Resource Sheet 1.2Is culture like an iceberg?Line art © Zoomorphic3EXPLORE | Y Challenge - celebrating diversity

Exploring AustraliancultureBackground information150 000 BCEMigration from andthrough AsiaToday Australian society is made up of people from manydifferent cultural backgrounds The Australian culture istherefore referred to as an evolving multicultural one.The composition of Australia’s population has changedover time due to different waves of migration (see Figure1.1). The effect of these waves depended on the specificvalues, attitudes, beliefs and assumptions of the peoplecoming to Australia and those of the people already here.In the past, Australian culture has been described interms of the dominant cultural group. However, at anypoint in history Australian society has been a mixture ofcultures. For example:• Prior to the arrival of the First Fleet, Australia was acontinent of an estimated 500 independent IndigenousAustralian nations (as in Asia, Africa and Europe today)each with its own language and culture. The words ofsome different Indigenous Australian language groupsfor culture or their way of doing things, are ‘Yolngu’,‘Walpiri’ and ‘Waka Waka’. 1• In 1788, the First Fleet brought people of many differentcultural backgrounds including English, Irish and Jewishbackgrounds to name just a few.• Today, Australian citizens have their origins or ‘culturalroots’ in virtually every country around the globe.In any discussion of ‘Australian culture’ an understandingof migration, why it happens and its effects, is important.Migration is a world-wide and historical phenomenon; thereasons for it and the effect it has are not unique toAustralia. A detailed timeline of migration to Australia canbe found on the Racism No Way! website (see Appendix2 Useful links).Exploring global migrationDuring the time periodbetween the arrival of thefirst Australians and thearrival of the First Fleet,approximately 500separate Indigenousnations becameestablished each with itsown language and culturaltraditions.Some of the reasons people migrate include:• economic opportunity• educational opportunity• nation building• natural disasters• environmental problems• war• persecution (religious, ethnic, political).1788 to 2000sWaves of migrationfrom all over the worldFigure 1.1 Although not drawn to scale, this diagram illustrates thatIndigenous Australian cultures were established for millennia beforethe migration waves of modern times.Line art © Zoomorphic1. Reconciliation and Social Justice Library Valuing cultures - What is culture? http://www.austlii.edu.au/au/special/rsjproject/rsjlibrary/car/kip3/3.htmlEXPLORE | Y Challenge - celebrating diversity4

Some examples of global migrations include:• the British, Irish and Chinese migrations to Australia in the 19th centuryduring the gold rush• the Irish migration to America and elsewhere in the mid 1800s to escapethe potato famine• the Jewish migration to Israel and elsewhere following World War II.Table 1.1 provides examples of both negative and positive effects of globalmigration.Migrants are often treated differently according to the political and socialattitudes of the time. Common terms related to migrants can be confusing;they include asylum seekers, refugees, detainees, boat people andassisted passage.Many resources about migration can be found online. Start with the RacismNo Way and the Department of Immigration and Citizenship website (seeAppendix 2 Useful links).Table 1.1 Effects of migrationDefinitionsTo migrate is to go from oneplace to settle in another, usually aforeign country. Migration can beeither voluntary or involuntary (or‘forced’).Note: There is no internationallyaccepted, legally binding definitionof the term ‘migrant’.A migrant is a person who migrates.To immigrate is to come in to anew country or place in order tosettle. (An emigrant is a personwho leaves their own country orplace to live elsewhere.)Note: In contemporary usage, theterms migrant/immigrant/emigrantand migration/immigration areused interchangeably. In thismanual, the terms ‘migrant’ and‘migration’ are used to cover allcircumstances.TypePositive effectsEconomic prosperityCultural diversityNation buildingExampleLabour available for Australianindustry in the 1950s leading tothe ‘boom’ of the 60s and 70sIncreased diversity in food andentertainment in Australia in thesecond half of the 20th centuryCompletion of infrastructureprojects such as the SnowyMountains scheme due to the1950’s government sponsoredmass migration to AustraliaRefugees are defined by theUnited Nations as people who fleetheir own country and seekprotection elsewhere. They areunable to return because of fearof being persecuted for reasons ofethnic origin, religion, nationality,membership of a particular socialgroup, or political opinion. Underthe United Nations Declaration ofHuman Rights and the Protocolon the Status of Refugees, peoplehave the right to seek refuge.Asylum seekers are people whowant to be recognised asrefugees by the Government of aforeign country, if successful thatcountry protects them. It is statedin Article 14 of the UniversalDeclaration of Human Rights‘Everyone has the right to seekand to enjoy in other countriesasylum from persecution.’Negative effectsForced relocationLoss of language and traditionsEnvironmental degradationIndigenous Australians relocatedto reserves in the 1800sLoss of American Indian cultureafter European settlementDamage to parts of the NewZealand environment due toagricultural and urbanisationpractices of European migrantsand settlement in the 1800s5EXPLORE | Y Challenge - celebrating diversity

Environmental change and migrationIncreasingly environmental change is a cause of migration and it is a major concern to the islandnations of the Pacific Ocean. For example, rising sea level in the Solomon Islands is affecting soilsand damaging food crops. The images show that the rising sea has washed away a road andseriously damaged a cemetery.The cemetery in the 1960s… …and in 2008Solomon Islands National Disaster Management OfficeActivity 1.3 Migration 17Activity 1.4 Migration – a matter of choice? 18Activity 1.5 Migration timeline 19Activity 1.6 Settling in 22Activity 1.7 Is there an ‘Aussie’ culture? 23EXPLORE | Y Challenge - celebrating diversity6

Australia and migrationAustralian society and culture have beenchanged by each wave of migration and themigrants themselves have been changed too.An understanding of migration is thereforeimportant in contributing to any discussionabout Australian culture. Activities 1.3 to 1.6provide opportunities for young people to shareand develop their understanding of migrationand its effects.Australian Red Cross/Shannon ReddawayFor both migrants and the existing inhabitants of a country, migration can be a traumaticexperience. Be aware of and sensitive to the experiences of the young people in your teamand conduct these activities accordingly.ACTIVITY 1.3 MigrationThis activity assists young people in their exploration of reasonsfor migration and understanding the experience of migrants.You will need• 1 x Activity sheet 1.3Migration is… per person• Discuss with the team what they think migration means and• dictionary (optional)develop a definition. Refer to the definition provided in theBackground information.• Have each person write the definition on their activity sheet.• Brainstorm with the team reasons why people migrate and have them write them on the sheet.• Hold a team discussion about what the migration experience is like. Members of the teamwho have migrated to Australia may choose to share their experience. It is important that theyinitiate this discussion and that everyone responds supportively.• During the discussion, draw the distinction between voluntary and forced migration.What would it be like (or was it like) to settle in a new country?How would (or did) you find:- being in a strange environment- making new friends- learning different ways of behaving- learning a different language- having different foods to eat- learning how to use public transport- starting at a new school- having different rules to follow?7EXPLORE | Y Challenge - celebrating diversity

ACTIVITY 1.4 Migration - a matter of choice?This activity helps young people to explore what it might feel like tobe forced to migrate to another place.• Ask the team to imagine the following scenario:You and your family have heard the news flash that a meteorite will hitAustralia in three weeks. It will devastate the whole country. You mustleave for another country within a week, but you are only permitted totake one suitcase for each member of the family.You will need• butcher’s paper• coloured pencils and pens• art materials (optional)• 1 x Activity sheet 1.4Migration - a matter ofchoice? per person• Have a team discuss how they might respond.How would you feel? How would you deal with your feelings?What would you feel about going on the journey? How would you get away?What dangers might you face?What possessions would you take? How will you choose?What do you think the new country will be like?What if you can’t speak the language or your parents can’t find work?Do you think you will be welcome?• Form small groups and have eachone create and complete a DisasterResponse Chart (see Figure 1.2)with words, drawings and/or pictures.• Each group presents their chart tothe whole team.• Briefly discuss real situations wherepeople have to migrate urgently.Have everyone complete Activity sheet1.4 Migration - a matter of choice?• Discuss with the team in what waysthe reason for a person’s migrationcan influence how well they settle intoa new country.FEELINGSDESTINATIONFigure 1.2 Disaster response chartFORCEDMIGRATIONJOURNEYPOSSESSIONSWhat effect do you think experiences of migration would have on a person’s emotions, familyrelationships and self-esteem?What would be some of the challenges facing people who have arrived in Australia fromcountries that are very different?In the 1960s a popular model of the effect of migration was the ‘melting pot’ where alldifferent cultures would mix together and get along well. In this model differences betweencultures would become blurred or disappear. Forty years later people referred to a ‘fruit(or salad)-bowl’ model, where people of different cultures are mixed together but keep theiroriginal cultural identity.Why do you think there has been a change from one model to the other?What are the characteristics of each model?Is a third model a possibility; one in which all cultural groups change due to the influence ofother cultural groups, yet retain some of their original characteristics?EXPLORE | Y Challenge - celebrating diversity8

ACTIVITY 1.5 Migration timelineThis activity prompts young people to create a timeline that illustratesthe major waves of migration and their effects on the existingAustralian culture.• Have the team create a large to scale illustrated timeline of migrationfor display in a public place.• Divide the team into small groups. Each is responsible for researching aspects of significantmigration events in a particular section of Australia’s history such as, events, causes, impactsand groups of people involved.• Create the timeline. Have team members train to be ‘interpreters’ for the public display.• Display and interpret the timeline to an audience.You will need• card and art materials• history resources• calculator (for scale)What would be the benefits and challenges of moving to a new country?What effect would the waves of migration have had on the people already living in the country?What are some of the reasons the Australian Government invites people to migrate to Australia?How does migration contribute to this country (culturally, socially, economically, other)?A detailed timeline of migration to Australia can be found on the Racism No Way! website (seeAppendix 2 Useful links).9EXPLORE | Y Challenge - celebrating diversity

Activity Sheet 1.3Migration is...Name: .............................................................................................................................................. Date: ............................................................Migration is ..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................ReasonspeoplemigrateLine art © ZoomorphicUse one colour to shade in the reasons that people choose tomigrate. Use another colour to shade in the reasons people areforced to migrate. If you think reasons apply to both voluntary andforced migration, colour them half and half.EXPLORE | Y Challenge - celebrating diversity0

Activity Sheet 1.4Migration - a matter of choice?Name: .............................................................................................................................................. Date: ............................................................People migrate to new countries for many reasons.Often migration is ‘voluntary’, where peoplechoose to leave their country to be with family or tohave more opportunities for work or education.However, migration can also be ‘involuntary’,where people are forced to migrate because ofcircumstances beyond their control for example,war, persecution, or environmental disaster.Match a description in the key to the stories of themigrants who came to Australia. Letters from thekey can be used more than once.KeyABCEconomic migrationPeople migrate in the hope or on the promise of finding betterwork, education and material quality of life.Migration as a result of conflictPeople migrate due to threats to their life and/or freedom, as inthe cases of invasion, war or political instability or suppression.Environmental migrationPeople migrate because the environment can no longersupport them.DVoluntary migrationPeople migrate because they choose to do so.EInvoluntary (forced) migrationPeople are compelled by other people or natural events tomigrate.In the 1890s, the traditional landswhere Rosie’s people had lived forthousands of years were takenover forcibly by Europeans.Government officials came andforced Rosie and her brothers andsisters to move to the newly builtmission station.________Joseph is an Australian who metand fell in love while on a trip to thePhilippines. His fiancé Leonora is acomputer programmer. When theymarry Leonora will be allowed tomigrate to Australia.________Safia was a teacher in Africa. Whencivil war broke out in her country,she fled with others of her tribe butwas separated from her husbandand two of her children. Safia andher son lived in a refugee camp inanother African country for twoyears. Their applications to migrateto Australia have been approved.________Moses is trained in IT. He and hiswife, Teela, have two children. Thesea level is rapidly rising around theirPacific Island homeland. The island’sfood crops are being ruined becauseof contamination by sea water.Moses and Teela have an Australian-Islander friend who has offered tosponsor them. This will assist withtheir plans to migrate to Australia.________Ramon is from Latin America.He wrote an article criticizing thegovernment and then receivedthreats. His sister has already beenimprisoned for speaking outagainst the government. Ramon issure if he stays that he and hissister will be killed.________Jennifer is a young mother inEngland. She and her husband areteachers, but they think England isa very expensive place to live andthey don’t like the cold weather.They see Australia as a land ofopportunity and so have applied tomigrate to Australia.________1EXPLORE | Y Challenge - celebrating diversity

ACTIVITY 1.7 Is there an ‘Aussie’ culture?Can we define Australian culture? Attempting to do so can challengeour ideas and promote vigorous debate. In its broadest sense, theAustralian culture is described as an evolving multicultural onebecause it changes over time and in composition.This activity gives young people the opportunity to share and exploreideas about Australian culture.You will need• variety of magazines,brochures and other pictorialprint materials• glue• craft scissors• 1 x large sheet poster paper• Have the team members cut out images they think reflect Australianculture and spread them over a table or floor.• Each person chooses an image and explains why they think it should be included in a montage.• While they glue their image to the montage, the next person selects and explains their image.Continue until the team feels the montage is complete.• Challenge the team to compile one sentence that describes Australian culture.• Label the montage with the sentence and display it.How would you describe Australian culture to someone who has never been to Australia?Was it easy or even possible to agree on one sentence to describe Australian culture?How has migration contributed to Australian culture?Review the montage or create a new one after the team is further into the program or a project.It can provide insights into how attitudes and ideas might have changed.3EXPLORE | Y Challenge - celebrating diversity

Exploringassumptions andstereotypesBackground informationMaking ill-informed assumptions about otherscan lead to prejudice, stereotyping, intoleranceand possibly to conflict. The assumptions andstereotypes of others that we have are shapedby our values and attitudes; we must explorethese if we are to avoid allowing assumptionsand stereotypes to influence the decisions wemake about other people.AssumptionsAn assumption is a statement or idea that aperson takes for granted is correct.Assumptions are not necessarily based onknown facts. People often base assumptionson their own ideas and values and on whatthey have read or heard from others. Wenaturally make assumptions every day; it is away that our brain catalogues its thoughts.Since assumptions are often incorrect, it isimportant not to rely on them.We regularly make assumptions about whatpeople think and feel and what their likelyreactions and attitudes towards others are.Messages from the media, family and societalinfluences and our past experiences andknowledge, contribute to the assumptions wemake. However, just because we assumesomething, does not mean it is true.Examples of assumptions young people mightmake include:• a teenager’s granddad won’t like herfavourite music because he is very old• a girl is not a Muslim because she is notwearing the hijab (head scarf)• all Australian kids like footy• someone is not an Indigenous Australianbecause their skin is not dark.The fewer assumptions we make and thefewer stereotypes we believe, the more likelywe are to understand other people.DefinitionsPrejudice is an opinion, pre-formed and usually unfavourable, basedon inadequate facts or irrational feelings. One expression of prejudiceis the intolerance of people of a particular religious faith or ethnicity.Discrimination is the unfair treatment of a person based on theirethnicity, religion, socio-economic status or other characteristic.StereotypesA stereotype is a specific kind of assumption– a standardised idea of something, such asgroup of people, objects or activities. Thesefixed images can be incorrect. If we don’tquestion them, they can lead to prejudice –attitudes towards and opinions of others thatare usually unfavourable. Prejudice is often anemotional response and can lead tobehaviours that actually discriminate againstother people. To build a cooperative andharmonious society based on mutual respect,it is essential that stereotypes are not used asthe basis for the way we make decisions.Discrimination(action)Stereotype (fixed idea)Stereotyping can be harmful.To use a simplified example:All spiders are dangerous (fixed idea)I don’t like spiders because I’m scared(attitude/feeling)I kill every spider I see (action)Result: the person kills harmless spiders!Prejudice(attitude)Activity 1.8 Every picture tells a story 25Activity 1.9 Polly’s story 27Activity 1.10 The big picture 29Activity 1.11 Dramatic stereotypes 30Activity 1.12 Exploring stereotypesthrough art 31Activity 1.13 Behind the news 32Activity 1.14 Remotely close? 34EXPLORE | Y Challenge - celebrating diversity4

When carrying out the activities in this sub section, take care not to reinforce negativestereotypes.ACTIVITY 1.8 Every picture tells a storyIt is important not to assume that young people know and understand:• what an assumption is• that they make assumptions• that they make decisions based on assumptions.This activity helps young people to understand what an assumptionis, to explore the kinds of assumptions they might make and the reasonswhy they do so.You will need• 1 x Activity sheet 1.8Every picture tells a storyper small group• pens• Have small groups write down what they think each picture is about and report back to theteam, explaining their reasons. Did they assume, for example that:- the lone boy was homeless, or that he was just cold and walking home from the football?- the four children were unrelated or that they are all members of the same family withsome adopted?- the little girl is with her father or that she is with her grandfather?- the children are waiting for a bus or that they are in PE class?• With the whole team, discuss their responses.• Explain that the decisions they came to were based on their own thoughts, ideas andinterpretations - often not on facts. The decisions they made were based on assumptions.What was in the photograph that influenced your decision?Was there a difference of opinion in your group? How did you make a decision as a group?Why do you think we came up with different ideas about this photograph?Why do you think we came up with similar ideas about this photograph?5EXPLORE | Y Challenge - celebrating diversity

Activity Sheet 1.8Every picture tells a storyName: .............................................................................................................................................. Date: ....................................................We think this picture is of:We think this picture is of:We think this picture is of:We think this picture is of:iStockPhotoEXPLORE | Y Challenge - celebrating diversity6

ACTIVITY 1.9 Polly’s StoryWe create meaning and make decisions about the world around usbased on what we observe, what we experience and how we makeuse of our assumptions. This activity builds on Activity 1.8, Everypicture tells a story.This activity helps the team to explore and challenge assumptionsthey might have about the lives of young people overseas.You will need• 1 x Activity sheet 1.9 Polly’sstory per small group• pens• butcher’s paper• marker pens• Read Polly’s story with the team and have small groups record whatthey think is happening in each image.• Have each group report their responses to the team.• Compare Polly’s comments with the comments from the group.• Discuss how we make assumptions and create meaning from photographs based on ourown experience.Polly’s comments1. Family making flowers: “This ismy favourite photo because it remindsme how I used to make garlands whenI was small.”2. Boy selling chickens: “He is runningthe shop. He is educated so nobodycan cheat him… When foreign childrensee these photos they will think, ‘theseare also children like us – if they canstudy like us, they will have a future’.”3. Two kids on railway line: “I tookthis photo because these two smallboys fought with each other and thenbecame friends again … When I wassmall I played on the rail line, but I wasalways careful.”Visible 2006/Polly Akhter4. Happy Children: “This is a photoof Kobori, Shilpi and my brother.My brother picks papers and lives inthe slum with my grandmother …I used to pick papers and lead a verydifficult life. Now I want to grow upand establish myself. When I becomeindependent, I can tell everyone,‘look what Polly has become’.”5. Smiling family: “This is at theSiddeshwarri playground. The womenstay in the slum and work in otherpeople’s houses. They sit in the breezeof Siddeshwarri field to take rest.”7EXPLORE | Y Challenge - celebrating diversity

Activity Sheet 1.9Polly’s StoryName: ..............................................................................................................................................Date:......................................................Polly comes from Bangladesh. When she was aboutseven years old her family left their village and movedto the capital, Dhaka. They wanted to overcomefinancial hardship. The move did nothing to improvetheir situation. Eventually Polly found herself living onthe streets until she found shelter at a drop-in centrefor street children. At the centre, Polly participated in aphotography project called Visible. The photographsfeatured here are some of the photographs Polly tookto help her tell her story to an Australian audience.After the Visible project was completed in 2006,Polly died of tuberculosis. She was 16 years old.12345Visible 2006/Polly AkhterEXPLORE | Y Challenge - celebrating diversity8

ACTIVITY 1.10 The big pictureOur interpretation of what we see is based on past experience and ourassumptions but there can often be more than one explanation.This activity encourages young people to think carefully and with anopen mind when interpreting the world around them.• Display the three cropped images. Ask the team as a whole tocomment on each picture in turn. What do they see? Whatconclusions do they think they can draw about the person/people in the images?You will need• the six ‘Big picture’ images(available on website) ineither hard or soft copy• computer and projector(for soft copy)• images from the media• Display the uncropped versions and discuss how seeing the bigger picture provides moreinformation on which the team can base their conclusions.• Close with a discussion on being aware of how images can influence our thoughts and on theimportance of using evidence on which to base our ideas and conclusions about others.How could the media (television, newspapers, magazines, Internet) use the power of images tolead to greater understanding of different cultural groups?In what circumstances might the news media use ‘negative’ images?Do you think the media and advertising companies manipulate images?Extend the activity by examining some images from the media. Discuss:- Do they convey a negative or a positive message? What makes you think so?- How do they make you feel?- What might the ‘bigger picture’ have looked like?- How could we crop these images to give less information?Australian Red Cross/Mel Hurd iStockPhotoFocus: ClothingIs the clothingappropriate forclimate conditionsrather than as ameans of genderoppression?Focus:Child labourChildren are notalways left to workalone but oftencontribute to afamily business.Focus: The disabledDoes knowing this person is in a wheelchair changeour perception and the way we think of her?iStockPhoto9EXPLORE | Y Challenge - celebrating diversity

ACTIVITY 1.11 Dramatic stereotypesDrama provides a free but safe environment to explore what stereotypeswe have of people and groups and whether they find them acceptable.This activity explores how we construct and perpetuate stereotypicalimages, and how they can affect the people who are stereotyped.You will need• space to move around in• digital video camera(optional)• permissions to film• Explain the team will move SILENTLY around the space in smallgroups, representing a given character, for example, a rock star. (You could demonstrate youridea of a rock star as an example.)• Give the signal, ‘freeze!’ and everyone strikes a pose that represents ‘rock star’.• One group is selected and everyone mimics that group’s poses.• The chosen group thinks of a short saying or line that best characterises the rock star, forexample, ‘Cool!’ which the whole team repeats energetically.• Repeat for a range of characters the team suggests or try: ballet dancer, popular schoolgirl/boy, gangster, grandmother, geek, emo, school principal, a queen or teenage boy/girl.• Have the small groups share with the team how they ‘built’ representations of theircharacters. If the session is taped, review some of the action.• Discuss what information the team based their representations on. Was it factual?• Introduce the word ‘stereotype’; discuss what it means and how basing our idea of others onstereotypes limits how we see each other.What features and words did you use to constructyour characters?Why did you choose to speak and act in that way?Is this actually how all (rockstars etc) would behaveand speak?What do you think influences the way we picturedifferent characters?What do you think influences how we think charactersbehave and act?Did you find it difficult to represent any of the characters?What are the issues that arise when we use stereotypesto interpret or represent characters?Be aware that all young people will not necessarily havean understanding of some of the examples.Ensure the activity does not reinforce stereotypes teammembers might hold.Ensure the team is focussed on the point of the activity,as well as having fun.Remind the team to move safely and keep theteam’s rules.If you choose to video the team, it is a legalrequirement that parents/guardians providewritten permission.Australian Red Cross/Mel HurdEXPLORE | Y Challenge - celebrating diversity0

ACTIVITY 1.12 Exploring stereotypes through visual artYoung people often enjoy expressing their ideas and thoughts throughart. They can explore the concept of what a stereotype is and how theyare used in commercial art.This activity explores stereotyping through visual art.• Decide with the team which of the following visual art projects toundertake.• Create the art pieces and then discuss the experience as a team.A. ‘Typical Aussie’ (collage)• Have small groups or individuals either create a labelled drawing, acollage or sculpture that represents a ‘typical’ Australian.• Display and evaluate the pieces in terms of stereotyping.Do you consider yourself a ‘typical’ Australian? Why or why not?Is there really such a person as a ‘typical’ Australian?Is it a useful thing to think of ‘typical’ people or not?If this exercise were undertaken by a group of young people 60 yearsago, what do you think their images would have looked like? Why?What might the images drawn by people living 50 years in the futurelook like? Why?You will needA. Typical Aussie (collage)• art and craft materials• drawing materialsB. Visit Oz! (pamphlet)• travel brochures and/ornewspaper advertisementspromoting Australia totourists• paper and art materials• computer and printer(optional)C. Consider it sold (advert)• examples of televisionand/or newspaperadvertisements that usestereotypes to promoteproducts and services• digital camera, computer,printer (optional)• drawing materials• paperB. Visit Oz! (pamphlet)• Have individuals or small groups examine a range of travel brochuresand advertisements aimed at bringing tourists to Australia. Chooseone that they think does not accurately represent Australia’smulticultural society.• Have them modify their chosen piece so that it does accurately represent what they think isAustralia’s multicultural society.• Display the finished art work alongside the originals.Australian Red Cross/Mel HurdHow are Australian people and culture portrayed in the print materials?Do some cultural groups appear to be stereotyped?Do the materials reflect the diverse mix of cultures represented in Australia? Explain your responses.C. Consider it sold (television or newspaper advertisement)• Have small groups examine advertisements from television, magazines, pamphlets ornewspapers that use stereotypical images of Australians to promote their products or services.• Have them create alternative advertisements that do not rely on stereotypes or that reversestereotypes.• Display the new advertisements alongside the originals.To what extent do you think the mass media use stereotypical images (stereotypes) toconvey messages?What effects do you think stereotyping might have on the people who are stereotyped?What effects do you think stereotyping of people and groups might have on those who arenot stereotyped?1EXPLORE | Y Challenge - celebrating diversity

ACTIVITY 1.13 Behind the newsJournalists and editors are responsible for presenting the news in anunbiased, balanced fashion and generally strive to do so. But simplyas a consequence of them being human beings with values andopinions, they can be influenced by their beliefs, ideas andperspectives. News can sometimes be purposefully biased, with theintention of ‘slanting’ a story to influence the reader’s response.You will needper pair• 3 x news articles• 1 x Activity sheet1.13 Behind the news• internet accessThis activity gives the team the opportunity to examine and comparedifferent newspaper reports relating to the same multicultural or racialissue.• Have pairs of team members collect three news items (newspaper,television news or current affairs, internet) on the same multicultural orracial topic and complete Activity sheet 1.13 Behind the news.DefinitionsBias is the tendency orinclination to favour one pointof view over another eitherdeliberately or without realising.• Have a few of the pairs present their findings.• Discuss if and how stereotyping or bias have been used in the articles.• Discuss the importance of being mindful of stereotyping and bias in the way news is reported.Did you find any evidence of stereotyping in the articles?Why do you think the media might use stereotypical images?How might the use of stereotypes and bias influence or mislead the readers or viewers?What effects might the use of stereotypes and bias have on the people or groups who arebeing stereotyped?What effects do you think stereotyping of people and groups might have on those who are notstereotyped?An alternative activity is to source news articles from the websites of major newspapers whichprovide a feedback facility. The team can examine the article and the readers’ responses forrelevance to bias or stereotyping.If the team conducts the alternative activity, ensure that only reputable major newswebsites are sourced. Do not engage with sites that provide chat rooms or those whichdo not moderate readers’ responses.EXPLORE | Y Challenge - celebrating diversity2

Line art © ZoomorphicActivity Sheet 1.13Behind the newsName: .............................................................................................................................................. Date: ............................................................How do the media present news of events in the world?• With a partner collect two or three articles from different newspapers that report on the same multicultural or racial issue.• Together, complete the table of questions for each article.• Share your findings with the rest of the team. What did others in the team find? What is your personal response to the articles?TopicQuestion Article 1 Article 2 Article 3How is the title of the articleintended to capture thereader’s attention?Who is the target audience forthe article?What is/are the keymessage(s) of the article?Who is quoted and what is thefocus of their comment(s)?How does the article make youfeel? How does the reporterachieve this? What are the keywords and phrases?Does the article include anystereotyped ideas or images,or show bias? If so, what?3EXPLORE | Y Challenge - celebrating diversity

ACTIVITY 1.14 Remotely close?Television programs, including entertainment, news and current affairsoften fail to reflect the cultural mix of Australian society.This activity investigates how well television programs reflect thecultural mix of Australian society.You will need• 1 x copy of Activity sheet1.14 Remotely close?per person• television• Divide the team into small groups, each to select an Australiantelevision program to view. The program could be for entertainment, news or current affairs.• The small groups complete Activity sheet 1.14 Remotely close?• As a team, compare findings and discuss how well the television programs reflect themulticultural nature of Australian society.Ensure that the programs cover a range of free to air networks.Viewing could be carried out at home and responses shared when the team reforms. Smallgroups might like to view the program together.The Australian Bureau of Statistic provides a breakdown of the 2006 Australian population bycultural background. It can be accessed at www.abs.gov.au.EXPLORE | Y Challenge - celebrating diversity4

Activity Sheet 1.14Remotely close?Name: ............................................................................................................................................ Date: ............................................................What to doWatch an Australian television program, then together with the other members of your small group, answer the following questions.Program: ............................................................................................................................................ Station: ..........................................................1. What do you think is the purpose of this program? ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................2. Who do you think is the target audience? ..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................3. Briefly outline the plot (or content) of the program. ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................4. Identify two issues that are being explored in the episode. ..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................5. Are these a reflection of current issues in our society? Explain. ........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................6. Describe the females in the program. How well do they represent females in Australia?..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................5EXPLORE | Y Challenge - celebrating diversity

Activity Sheet 1.14Remotely close?7. Describe the males in the program. How well do they represent males in Australia? ........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................8. Complete the table about each of the characters or people who appear in the program.Character/presenterPossible or indicated cultural backgroundClues include name, physical features, dress, personal history9. Does the range of characters/presenters accurately reflect Australia’s multicultural society? (Check the Australian Bureauof Statistics website at www.abs.gov.au for reference information.)................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................10. The comment below was posted on the website of a popular Australia ‘soap’. Do you agree with the comment? Explain.I have been watching this program for two years, I like it very much. I am originally from China, and have been living inAustralia for four years. Australia is a multicultural country. I would like to see more multicultural things in the program.By doing so, I believe it will attract more audiences from different countries just like me. I wish the program every success!................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Why do you think programs that often portray stereotypical versions of Australia and Australians are so popular overseas?................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................EXPLORE | Y Challenge - celebrating diversity6

Exploring rights andresponsibilitiesBackground informationIn its Declaration of Human Rights, the UnitedNations (UN) describes thirty rights that allpeople around the world should have,regardless of where they live or who they are.(These rights are listed in Table 1.2 and theplain language version of the UN Declaration isreproduced in Appendix 3.) The UNDeclaration was drawn up immediately afterWorld War II, and was declared in 1948.While few debate that everyone should enjoythese rights, some people argue that theserights are based on values held by only someof the member countries of the UN, and focusmore on the rights of individuals rather than onthose of a community.Rights and responsibilities are two sides of thesame coin. Human survival has depended ongroups and communities working together.Human rights can be mirrored in the way weinteract with others in the classroom,community or workplace.Although the UN Declaration was made in1948, many people in the world still do notexperience the human rights it describes. As aconsequence, the United Nations set theMillennium Development Goals in 2000 withthe aim of many more people achieving thesebasic rights by 2015 (see Appendix 4).Many countries of the world have their own Billof Rights. Australia is the only developed nationwhich does not, although the Australian CapitalTerritory passed its Human Rights Act in 2004and the State of Victoria produced a Bill ofRights in 2006. There are arguments for andagainst developing a federal statement of rights.The activities in this section assist youngpeople in developing their understanding thathuman beings are social and that byestablishing clear guidelines ie rights andresponsibilities, people are more likely to enjoysafe and fulfilling lives.Activity 1.15 Is that right? 38Activity 1.16 A new world 39Table 1.2 Basic human rights that the UN hasdeclared everyone should have.The right to1. be free and treat each other equally2. have these rights3. live in freedom4. be free from slavery5. free from torture6. be legally protected7. be protected by the same law as everyone else8. have legal assistance9. not be kept in prison without good reason10. have a public trial11. be considered innocent until proven guilty12. ask for protection13. move freely in your country and betweencountries14. go to another country for protection15. belong to any country you want to16. marry17. own possessions18. freedom of religion19. freedom of opinion and expression20. protest peacefully21. vote and be involved with the government22. social security23. work and choose the type of work24. rest and leisure25. a good standard of living(shelter, health, food, clothing)26. education27. participate in cultural life28. social order29. duties within the community30. not have these rights taken away from themDefinitionsA developed nation is one which is highly industrialised and whereits citizens generally have a high standard of living.Other nations are referred to as developing nations. The majorityof people in these countries do not have as high a standard of livingas in developed nations. Because only some nations that are not‘developed’ are undergoing the process of industrialisation, somepeople argue that the label ‘developing’ should not be applied to allnations not considered ‘developed’.‘Western nations’ refers to countries that possess the key valuesdeveloped by dominant Western European countries throughouthistory. It includes most European countries, America, Australia andNew Zealand.A community is a group of people who have something incommon, for example, an interest, a cultural heritage, a set of skillsor a shared place of living, working or studying.7EXPLORE | Y Challenge - celebrating diversity

ACTIVITY 1.15 Is that right?Many people take for granted the rights they have. They do not realisethat the human rights they experience have not always been granted inAustralia and indeed are still not granted to many people around theworld today.This activity gives the team the opportunity to explore the differencesbetween needs, wants and rights.Part A• Divide the team into small groups and have them brainstormeverything they think young people need to be safe, healthy and havea ‘good’ life. Have them write each item on a separate sticky note.• Have them organise their notes under two headings, ‘wants’ and‘needs’ on butcher’s paper (Figure 1.3).• Display and discuss the responses and then combine the responsesonto one sheet.• Hold a team discussion about the difference between ‘needs’ and‘wants’. How would they feel if these are not met?You will needPart A• 3-4 x pads of sticky notes• pens• 1 x sheet of butcher’s paperper small group• 1 x extra sheet of butcher’spaperPart B• 1 x laminated set of HumanRights cards (Resourcesheet 1.5) per small group- Health care- Vote- Protest- Education- Free from slavery- Marriage• 1 x copy of theUN Millennium Goals(Appendix 5) per small groupPart B• Reform the small groups and have themdecide which Human Right each cardrepresents.• Have the team discuss:- what it would be like if we didn’t havethese rights in Australia- what they know about other people inthe world and the rights they have or donot haveNeedsFigure 1.3Wants• Assign one of the United Nations Millennium Development Goals (MDGs) to each small group.Have them describe the goal in more detail, or research the statistics that led to its inclusion.• Have each group report back to the team.How is a ‘need’ different from a ‘want’? How do we decide?Do we have a right to expect our ‘needs’ or ‘wants’ or both to be fulfilled?What rights do you think young people in the mid 19th century had?What rights do you think young people in developing countries have?How important is it to have human rights?What might it be like not to have rights?How do the rights of the individual relate to the ‘good’ of the community?The images on the Human Rights cards are also available on the Y Challenge resourcessection of the Red Cross website www.redcross.org.auEXPLORE | Y Challenge - celebrating diversity8

ACTIVITY 1.16 A new worldFor all of us, the flip side to enjoying rights is participating responsiblyin society. Ideally, this helps to ensure society remains stable andcontinually improves so that human rights can be maintained andextended.This activity challenges the team to develop a set of rights andresponsibilities and to compare these with the UN Declaration ofHuman Rights.You will need• a few sheets ofbutcher’s paper• marker pens• copies of the plain languageversion of the UN Declarationof Human Rights (Appendix4) as required• Ask the team to sit in a circle and imagine they are creating an entirelynew world where people from every culture on Earth can live in harmony and peace.• Before establishing this new world, it has been decided to draw up a charter of rights andresponsibilities. It will apply to all, and everyone will have to abide by it.• Ask each person in turn to suggest one right or responsibility they think should be includedand why. Continue around the circle until all the ideas are recorded.• Distribute copies of the UN Declaration of Human Rights and compare it with the team’s list.• Discuss any differences, if there is a need to have Human Rights formalised in writing andwhat do they think about the focus on the individual in the Declaration.When did the UN make their Declaration on Human Rights?What led up to the United Nations developing a charter of human rights?Which do you think are the most important rights in the Universal Declaration? Explain.Do you think the establishment of universal rights is a possibility?Do we need to have universal human rights when each individual country has its own laws?How might the world be different if everyone experienced universal human rights?How do human rights guide us or help us to decide how to treat each other?What are some examples of violation of human rights?The Declaration focuses on the rights of individuals. How do you think this Declaration would applyin cultures where the community, rather than the individual is the focus? (Further investigationinto Indigenous Australian, Pacific Islander, African or other cultures might prove helpful.)What attitudes and behaviours of a community would indicate that the ‘common good’ ofcommunity is more important than the good of the individual?Examples that might indicate that the community is more important than the individual couldinclude: collective decision making, collectively owned land or goods, indicators of esteem forindividuals, and the non-competitive nature of games.Resources available for exploring human rights are listed in Appendix 2 Useful links.9EXPLORE | Y Challenge - celebrating diversity

Resource Sheet 1.15Human rights cardsLine art © ZoomorphicEXPLORE | Y Challenge - celebrating diversity0

Exploring mutualunderstanding andrespectBackground informationIn a multicultural society, respect is essentialfor developing mutual understanding andaccepting relationships. Often there arebarriers to mutual understanding that need tobe overcome. Some of these include languagedifferences, and assumptions andstereotypical ideas that result from lack ofknowledge about cultural practices.When people are respectful they are considerateand have esteem or admiration for others. Theyunderstand that every person (or group) has aright to express their own opinions and beliefsand to be listened to.In a community of respectful people, everyone isable to practice their customs without threatand individuals or groups do not impose theirown opinions, beliefs and customs on othersforcibly.In this section, young people examine the rolethat respect and knowledge play in thedevelopment of mutual understandingbetween different cultural groups.The Australian Government has a number ofprograms that promote these values acrosscultures. More information is available atwww.harmony.gov.au.Activity 1.17 Respecting each other 41Activity 1.18 R-E-S-P-E-C-T 42ACTIVITY 1.17 Respecting each otherIt is usual for young people to be taught about respect and disrespectat a young age by their parents. Different cultures, however, havedifferent ways of expressing both respect and disrespect.This activity aims to assist the team in clarifying the meaning,application and value of respect.You will need• pens• 1 x copy Activity sheet1.17 Respecting each otherper person• Have each person think of words they associate with respect and writethem in the thought bubbles.• Have the team discuss what respect means and why it is important.• Have everyone complete the activity sheet.Small groups could act short role plays that demonstrate respect and disrespect. The wholeteam comments on each performance.1EXPLORE | Y Challenge - celebrating diversity

ACTIVITY 1.18 R-E-S-P-E-C-TIn a multicultural society, respect is essential for developing mutualunderstanding and accepting relationships.This activity focuses on the topic of racism. It examines the wordswe use in different languages to convey meaning in a way that helps todevelop intercultural understanding and lead towards acceptance.• Use the following quote from Australian Football League great MichaelLong to prompt a debate on the topic: A person can only be trulyrespected when they are judged by their character and not their culture.You will need• dictionaries• butcher’s paper• marker pens• poster paper• art materials forposter makingRacism denies people the fundamental human right to bejudged by their character, by what is inside. This is why it’s noteasy to experience a lifetime of racial abuse, be constantlyreminded of it and yet be expected to simply ignore it.Michael Long – Indigenous Australian AFL player andfounder of The Long Walk, The Age, 23 April 1997• Have two teams of three members each develop their argumentsfor the debate.• Have the rest of the team devise the criteria by which the debate willbe judged. Decide who will judge the debate, for example by a panelor by general acclamation of all.• While the debating teams develop their arguments, have the rest ofthe team create posters of the following words and their meaningstranslated into many languages: respect, understanding, acceptance, tolerance, multiculturaland ethnicity. They could decorate the posters with images or symbols of significance to eachlanguage group.AFL Photos• Have the debaters present their cases for the affirmative and the negative.• When the judging is completed, discuss the differences between acceptance and tolerance.• Conclude with an overview of the importance language plays in human relations.What do the words respect, understanding, acceptance and tolerance mean?Are some words more useful to use in a multicultural context than others?Why is it important to think carefully about the words we use?There has been public political debate about which words are appropriate to use in amulticultural society. It is argued that the words ‘respect’, ‘understanding’ ‘acceptance’ and‘multicultural’ are useful as they encourage people to actively appreciate others. Words such as‘tolerance’ and ‘ethnic’ have been viewed as less useful. Some people believe that ‘tolerance’suggests that groups of people are being ‘put up with’ rather than respected. Even thoughevery person has an ethnicity, the term ‘ethnic’ has come to be associated with prejudiceagainst minority groups and is seen to reinforce the divide between different ethnic groups.EXPLORE | Y Challenge - celebrating diversity2

Activity Sheet 1.17Respecting each otherName: ..............................................................................................................................................Date:......................................................RespectRespect means ..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................Respect is important because ............................................................................................................................................................................................................................................................................................................................................................................................................................................Draw or write about an example of respectDraw or write about an example of disrespectLine art © Zoomorphic3EXPLORE | Y Challenge - celebrating diversity

Shimizu/International Federation of Red Cross and Red Crescent SocietiesExploring - Similarities and differencesBackground informationMost cultures have celebrations and customs for marking special events publicly or privately. Eventscould include marriage, deaths, births, reaching milestones in life, and religious or spiritual events.The significance of each event and the associated traditions varies across and even within cultures.Different cultures may also have different ways of showing respect to each other. IndigenousAustralians for example, have cultural practices that determine which people can look each otherdirectly in the eyes and who cannot. Similarly, many other Australians shake hands when meetingpeople while people in some Asian cultures bow instead.Different cultures can also have different ways of showing disrespect to each other, for example,turning your back to someone when he or she is talking to you; pointing your feet at another person;or speaking directly about a topic before engaging in social talk. The origin of these culturalbehaviours is a fascinating study.EXPLORE | Y Challenge - celebrating diversity4

ACTIVITY 1.19 Cultural objectsand customsFocusing on similarities and differences may be confronting for someyoung people as they are often striving to be the same as their peers.Activities 1.21 and 1.22 do not focus on individuals but provideopportunities to discuss similarities and differences between cultures.This activity through an examination of objects and practices, affirmsthe richness that cultural diversity brings to Australian society.• Have each member of the team either:- bring in an object (or photograph of an object) that is significant tothem as a personal symbol of their culture. Examples might be amusical instrument, traditional jewellery or clothing, a householdornament or a piece of sporting equipmentOR- describe a custom their family observes such as sharing a mealtogether on Friday night or Sunday lunch, fasting for Ramadan,not wearing shoes in the house or attending the AFL grand final.• Each person describes what their object or custom is, its culturalsignificance and its importance to their family.• Discuss how different cultural groups can be similar in that they haveobjects and customs that are significant, even though there aredifferences in the kind of objects and their significance.You will need• objects (or photographs ofobjects) of personal andcultural significance• descriptions ofcultural practicesOPTIONAL• printed material egmagazines, brochures• digital camera• poster paper• scissors, glues, pens• computers• large map of the worldIn what ways are various cultural celebrations similar – for examplebirthdays? Do they bring the family together, show respect to a divinebeing or celebrate the individual?In what ways are various cultural celebrations different – for example birthdays?What are the advantages and disadvantages of being similar tosomeone else?What are the advantages and disadvantages of being different fromsomeone else?Can we assume that people who have the same cultural practicesnecessarily have the same outlook and interests?What are the things some different cultures have in common?Stories about the object or custom can be elaborated. Was the objecta gift, an heirloom, where did it come from? Were there any humorousaspects associated with a custom?Each person could create a poster that tells the story of their object orcustom. The team could create a web page or a display of the objects;drawings or photographs of the customs could be placed around amap of the world.Avoid entering into debate about either religious objects orpractices. Simply recognise that religion is one aspect of manypeople’s culture.Ensure all objects are kept safe while they are being used in thisactivity and that all contributions to discussion are respectful.www.morguefile.com5EXPLORE | Y Challenge - celebrating diversity

ACTIVITY 1.20 Cultural festivalsA broad range of cultural festivals is held in Australia. The team couldattend one or create one of their own.This activity affirms the richness that the various cultural festivalsbring to Australian society.• Have the team create a table of all the cultural festivals that arecelebrated by the members of the team (see Figure 1.4).• The festivals are marked on the blank calendar which is decoratedwith images of the festivals.• Have the team research other festivals that are held in the broadercommunity. Add these to the table and the calendar.• Consider inviting a guest speaker or another group of young peopleto share their knowledge of festivals.Festival Reason for festival What happens atthe festival?Figure 1.4In what ways are various cultural festivals similar?In what ways are they different?Why do people hold cultural festivals?What are the benefits of sharing and understanding different festivals?You will need• 1 x sheet of butcher’s paperor equivalent• 1 enlarged blank calendar oryearly planner• images of cultural festivalsfrom the internet, books ormagazines• scissors, glues, penswww.morguefile.comThis activity can be the basis for a Take Action project. Project possibilities that can promotemutual understanding and respect include:- producing a calendar to sell or distribute in the community- holding events to celebrate the festival days- producing a ‘book of festivals’ to disseminate beyond the team- creating an ‘Australian festivals of the world’ board game- painting a mural depicting a range of the festivals.Avoid entering into any debate around either religious objects or practices. Simplyrecognise that religion is one aspect of many people’s culture.EXPLORE | Y Challenge - celebrating diversity6