Hobart Community Consultation Report
Racism and civil society: A community consultation held at the Vista Hotel, Hobart Tasmania, on 3 July 2001
Speakers:
- Dr Jocelyn Scutt,
Commissioner, Tasmanian Anti-Discrimination Commission
- Patmalar Ambikapathy,
Tasmanian Children's Commissioner
- Darren Dick, Director, Aboriginal & Torres Strait Islander Social Justice Unit, HREOC
Theme 2: Victims of racism, racial discrimination, xenophobia and related intolerance.
Theme 1: Sources, causes, forms and contemporary manifestations of racism, racial discrimination, xenophobia and related intolerance.
All workshop participants agreed with the thesis that racism is inherent in Australian society as the nation was founded on a racist and sexist ideology.
The workshop participants relayed some of the day-to-day experiences of racism.
One participant told the group about buses that don't stop for Aboriginal people, even though they are waiting at the bus stop and they hail the bus as it draws near.
One participant told a story of how her daughter, who attended a private school, had many friends outside of the school. Quite a number of her friends were migrant kids. At school she was continually called names, referring to her friends, including being called a "wog slut". The situation got so bad she left the school.
People who are visibly different experience racism. Therefore people from Asian and African backgrounds, people who wear a distinct cultural dress, like Sikhs or some Indian women, regularly experience racism, racial abuse and discrimination.
In Tasmania, Indigenous people often hide their ancestry and do not openly identify as Aboriginal. Participants spoke of the devastating history of Aboriginal people in Tasmania and the attempted genocidal eradication of Tasmania's Indigenous people as a reason why some Tasmanian Aboriginals still are fearful of identifying themselves as Aboriginal. There is also racial discrimination occurring within Aboriginal groups themselves, which some fairer skinned Aboriginal people feel is an attack on their identity.
Aboriginal kids and kids from minority cultures hanging out in public spaces are often asked/told to move on, whereas white boys hanging out in the same spaces are treated differently.
There was general agreement amongst the participants that there is a lack of education about racism and human rights generally in schools.
There was an intense discussion about the role of the media in perpetuating stereotypes and stirring the racial hatred pot. The media were criticised for constantly identifying the cultural background of a person, except if they are white. This is usually when a crime has been committed. The media normalises "whiteness", and criminalises other cultures. The effect this has on a particular community is that it tends to taint the whole community with the criminal act.
Politicians and the media were accused of spreading misinformation about refugees and asylum seekers.
There was some concern that while there are policies and laws in place that deal with refugees and asylum seekers, there seems to be little being done about the people smugglers. The refugees who are arriving are accused of illegal acts, when all they are doing is trying to find a better life.
One participant suggested that the promotion of individual identity could be a cause of discontent amongst the community at large. He said that migrants immigrating to Australia (like him) from earlier part of last century "just got on with life". Even though they were put down, they just ignored it and worked hard and became part of Australian society. He also thought all migrants and refugees should become Australian citizens as soon as they were able.
People with noticeably different accents are treated differently, some people treat you like you have a disability (i.e. they shout at you), and others will treat you like you are simple. People are very intolerant of people who do not speak English fluently.
One of the catch cries used by those who are intolerant of those who do not speak good English is "Learn English!" There are many reasons why people have not learnt English or have not improved upon the English they have learnt. For example some women from certain cultures are culturally restricted and it is not appropriate they attend classes on their own.
The group agreed that religion is a source and cause for racial intolerance. There was a discussion about the intersections of religion and race: often the two are unable to be separated. There is widespread ignorance of cultures other than one's own. Not just Anglo Celtics are at fault here, all cultures are ignorant of each other to some extent.
Participants discussed the relationship of poverty and racism. They were of the same opinion that racism won't be eradicated until poverty is eradicated.
Some of the participants put forth that while white middle class men retain power (political, economic and academic) then things won't change. They will continue to promote their values and exclude anyone who is different or perceived as some kind of threat to the morality of society. One of the outcomes of the patriarchal system is capitalism, which encourages the individual to live as a separate entity, and does not encourage community values.
One of the participants claimed that nationhood is also a conceptual creation and along with other capitalist western concepts it divides and separates individuals from communities.
It was claimed that
the Australian ethos of a 'fair go' and egalitarianism is in conflict
with reality. Participants discussed how the myth of egalitarianism was
established in Australia, and although a strong foundation myth, it was
even then inconsistent with the early reality. Australia was specifically
established as a convict/gaoler settlement, with obvious and rigid power
imbalances. As the nation grew, the myth continued, and today it is one
of the main qualities that is used to describe the Australian character.
It is such a strong myth that people just accept as fact that Australia
is a country where people are treated fairly and equitably. Participants
suggested that this was the reason why many Australians are apathetic
about doing something about injustices, because they quite simply believe
the ethos. Therefore anyone not receiving a fair go must be undeserving
of it, or else, simply not taking advantage of equal opportunities.
Past experiences of racism
Australia can learn a lot from the history and implementation of the White Australia policy.
One participant suggested that while Australian academics have significantly contributed to the body of knowledge concerning racism and associated discrimination, it was time the theory was developed into concrete actions. The theory needs to be taken out of the universities and onto the streets.
All at the meeting
agreed that Hobart can be very proud of its role in offering shelter to
the people from Kosovo, who were fleeing their country as a result of
the war in the former Yugoslav. The general feeling in Tasmania about
these people was "hey, they are just like us". One participant
suggested that because the people from Kosovo were fair skinned Europeans,
who "looked just like us", it was easier for the wider community
to take them under their wing. However, there was concern expressed by
some participants that Australia is unable to offer the same kind of assistance
to people who may not "look" like us. Why was there never any
offer of assistance to refugees from Rwanda or Somalia?
There was general agreement by the participants that in the past the Australian
education syllabus did not recognise or acknowledge Indigenous history.
Nor did it reflect the contributions of migrants to this country. Most
children (until very recently at least) learnt exclusively about the English
settlement of Australia and subsequent achievements of the settlers. This
is a victor's view of history. This is also a reason why many Australians
are now ignorant of the situation Indigenous people find themselves in
today. Without any history it is difficult to place things in context.
Participants said that if we are to understand each other, we need to
learn from this omission, this disregard for the Indigenous history and
the history of all the diverse communities.
The teaching of Indigenous history needs to be done honestly.
Theme 2: Victims of racism, racial discrimination, xenophobia and related intolerance.
Most participants agreed that everyone in the community suffers from racism, not just those to whom the racism is directed.
Theme 3: Measures of prevention, education and protection aimed at the eradication of racism, racial discrimination, xenophobia and related intolerance at the national, regional and international levels.
Many participants agreed that one of the most important things governments and other sectors of society could do was network with other groups, especially groups outside of their own spheres.
A few of the participants spoke about the success of the Networking for Harmony Project, funded by the federal government grants program Living in Harmony, administered by the Department of Immigration. However, funding needs to be ongoing if the projects are to have any lasting effects in the community. The Networking for Harmony Project aimed to bring together local government, community organisations, clubs and individuals to identify issues in each municipal area and to develop community plans and program to address issues of racism and cultural isolation. [1]
A few of the members of one group said it was important to have programs in schools where teachers need to have cultural awareness training as well. One contributor suggested that cultural awareness education is very reliant on the desire of teachers to teach it. This prompted a couple of the participants, who are teachers, to state that all too often too much onus is placed upon teachers for the moral education of children and, ipso facto, society. As it is, teachers cannot keep up with everything that is required of them. Communities need to take on responsibilities and not constantly leave it up to the schools; parent, communities and teachers need to share the responsibility.
It was suggested that an effective education program could be developed and implemented by including and consulting with the various community organisations. The education system should tap into the volunteer groups and older members of the community, who are often overlooked and undervalued, but could contribute immensely to such a program.
A proposal put forward by one participant was that the Education Department could employ dedicated cultural awareness officers who would travel around to schools. This would take the individual burden off teachers and would not be too much of a wage burden for the Education Department.
One participant suggested that social engineering programs are necessary if we are to ever eradicate racism. The 'Anti Smoking' campaign was cited as an effective campaign that has had good results.
Another scheme discussed was the Aboriginal Student Support and Parent Awareness Program. This program provides a small amount of funding to Indigenous students in helping them reclaim their culture. Its aim is to raise the profile of Aboriginal culture in Tasmania.
It was recommended by several people that cultural awareness training should be implemented in more workplaces. It is offered in several workplaces at the moment, but mainly in the public sector. However, it is often seen as a punitive measure to combat racist behaviour in the workplace, especially if there has been a complaint. It is this punitive connotation that makes workers reluctant to participate in cultural awareness programs.
The Aboriginal media organisations in Australia are a good example of challenging stereotypes as well as providing employment opportunities for Indigenous people. It was largely agreed that by having more Indigenous and people from cultural diverse backgrounds in media would go along way to dispelling stereotypes.
The AFL's Anti Racial Vilification Code of Conduct has been quite effective in challenging the on-field behaviour of players. Participant thought that a Code of Conduct should be encouraged/extended to other sporting bodies.
Most participants thought that there should be more promotion of positive role models eg Cathy Freeman and Nova Perris.
Sister Town programs could be used more effectively, with towns visiting each other and sharing not only business strategies (which are important), but cultural education.
The Sea of Hands was a positive and joyous project that was an effective tool for reconciliation which the public embraced and became an active part of.
Participants agreed that if you have access to a personal computer and the Internet then it is a valuable communication tool. However there was concern that it is breeding a new form of illiteracy. People, who do not have access are being left behind and are disadvantaged in areas of employment, education and access to information generally.
It was acknowledged that while it is a difficult thing to achieve, a Code of Conduct should be developed with Internet users (website owners included) agreeing to implement it. If the website is established or originate in Australia then laws could be introduced to make the site conform to an anti-racist Code of Conduct.
The government should establish an independent authority to develop codes of conduct, monitor, accept and investigate complaints and administer the codes. There should be a concerted effort to develop appropriate jurisprudence.
Theme 4: Provision of effective remedies, recourse, redress, [compensatory] [2] and other measures at the national, regional and international levels.
Participants agreed that the Australian Constitution is outdated and needs to acknowledge Indigenous Australians.
Other measures to ensure effective remedies
Participants agreed that there should be easier access to legal and interpreter services for those members of the community that need such services.
One member of the group put forward the suggestion that restorative justice measures should be promoted as this type of forum empowers victims.
There was general agreement that United Nations Conventions need to be ratified and legislated domestically.
Theme 5: Strategies to achieve full and effective equality, including international cooperation and enhancement of the United Nations and other international mechanisms in combating racism, racial discrimination, xenophobia and related intolerance, and follow-up.
There was a general discussion about the impact of globalisation. Concern was expressed about companies like Coca Cola and McDonalds tentacle-like spread. The Australian advertisement for these companies use white only models, young and beautiful. It does not portray diverse communities. The ultimate message it sends is that white is a superior and dominant culture that all others must aspire for.
Tobacco companies are increasing the numbers of people smoking in countries like China, while in other countries there is a concerted effort to discourage people from smoking. There was some alarm about multinational companies exploiting governments of developing countries if there is a buck to be made, regardless of the impact their product will have on culture.
Globalisation does not promote or encourage Indigenous cultures, unless it is to the multinationals' benefit. Globalisation upholds the superiority of the white race and is the new imperialism. One participant claimed the Australia has developed a "Hollywood mentality", meaning that we aspire to be thin, white and beautiful.
Recommendations
1. An Australian Bill of Rights be developed and implemented.
2. Federal Government to sign and ratify all United Nations Agreements.
3. Recognise Indigenous languages and reinvigorate funding for language programs.
4. Indigenous interpreter service to be established in Tasmania.
5. That a body be established that will monitor compliance with all human rights standards and anti-discrimination legislation by all multinational companies operating in Australia.
6. Establish a body that will develop protocol and monitor Internet content.
7. That the government provide adequate and ongoing funding for the employment of dedicated cultural awareness workers so that the burden of responsibility for cultural awareness education is not solely the domain of teachers and workplace training providers. That this funding be in consultation with communities.
8. Cultural awareness training be provided for all public sector employees, including teachers, health workers and police.
1.
Networking for Harmony Project Steering Committee Networking for Harmony
Final Report Hobart, 2001 p.1
2.
Note: The word compensatory was in brackets as there was no consensus
among governments to include it under this theme.
