UNDERSTANDING RACISM AS PART OF RECONCILIATION WORK <strong>In</strong> relation to operational procedures, Lane (2008) outlines that racism includes: • Asserting power over people from a different cultural background in communication and interactions; • Failing to question <strong>the</strong> impact of decisions and policies on particular groups; • Assuming that families from <strong>the</strong> same cultural backgrounds will share <strong>the</strong> same beliefs, values and practices; • A lack of preparedness from <strong>the</strong> leadership team to address issues of racism in daily discussions and meetings; • Failing to provide ongoing professional development for educators that supports sustained investigations of culture, diversity, identity, Aboriginal and Torres Strait Islander histories, Reconciliation, and racism; • Failing to engage with research about racism in education, including consideration of how research findings relate to service provision. At a personal level, it is critical for educators to deepen <strong>the</strong>ir own knowledge and understanding about Reconciliation, Aboriginal and Torres Strait Islander cultures, and Australian history. The past has far reaching influences on children and families from Aboriginal and Torres Strait Islander backgrounds, and it is critical for educators to be supported to acknowledge and understand how <strong>the</strong> past informs thinking and practices in <strong>the</strong> present day. For example, educators can be supported to reflect critically on <strong>the</strong> influence of <strong>the</strong>ir own cultural background on <strong>the</strong>ir values, beliefs, knowledge, and approaches to early education and care. Early Childhood Australia’s newly released Code of Ethics (<strong>2016</strong>) highlights values and processes of respect, democracy, honesty, integrity, justice, courage, inclusivity, social responsiveness, cultural responsiveness, and education. <strong>In</strong> relation to children, Item 10 states: I will … work to ensure children are not discriminated against on <strong>the</strong> basis of gender, age, ability, economic status, family structure, lifestyle, ethnicity, religion, language, culture, or national origin. For centre leaders and educators, responding to this ethic of education and care raises questions such as: How can our team work to uphold this code? How do we respond when a child treats ano<strong>the</strong>r unfairly based on <strong>the</strong>ir culture or language? How do we support children and colleagues to recognise, respond to and challenge bias? WHERE TO FROM HERE? At <strong>the</strong> recent Reconciliation Forum, participants were asked to document <strong>the</strong>ir questions, concerns and plans for action on return to <strong>the</strong>ir centres. Responses were rich and varied and included: Make peace with <strong>the</strong> ignorance I have had in <strong>the</strong> past and move out of my comfort zone. Live and brea<strong>the</strong> Reconciliation every moment and embrace <strong>the</strong> challenge and change. It starts with me, to build relationships, to learn more and become more involved and connect with community. These responses show that <strong>the</strong>re are many starting points for Reconciliation initiatives, and for challenging racism. Should your team wish to learn more, Early Childhood Australia (Queensland Branch) will be holding a second day of professional conversations around Reconciliation in September. For fur<strong>the</strong>r enquiries, please email: ECAQLD@ earlychildhood.org.au For fur<strong>the</strong>r reading and learning, you can also access: • Closing <strong>the</strong> Gap Report: www.dpmc.gov.au/sites/ default/files/publications/Closing_<strong>the</strong>_Gap_2015_ Report.pdf • Culture: www.australia.gov.au/about-australia/ australian-story/austn-indigenous-cultural-heritage • Languages: www.gambay.com.au • Protocols: www.datsip.qld.gov.au/people-communities protocols-for-consultation • Reconciliation: Narragunnawali: Reconciliation in Schools and Early Learning: www.reconciliation.org.au/schools • Health: www.kidsmatter.edu.au/atsi-resources/search • Fostering Culture: www.snaicc.asn.au • Professional Development: www.workforce.org.au REFERENCES: Australian <strong>In</strong>stitute of Aboriginal and Torres Strait Islander Studies. (<strong>2016</strong>). To remove and protect. Retrieved May 19, <strong>2016</strong>, from: http://aiatsis.gov.au/collections/ collections-online/digitised-collections/remove-and-protect Behrendt, L. (2003). Achieving social justice: <strong>In</strong>digenous rights and Australia’s future. New South Wales: Federation Press. Burridge, N. (2006). Meanings of reconciliation in <strong>the</strong> school context. The Australian Journal of <strong>In</strong>digenous Education, 35, 68-77. Early Childhood Australia. (<strong>2016</strong>). Code of ethics. Retrieved May 20, <strong>2016</strong> http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/ Lane, J. (2008). Young children and racial justice: Taking action for racial equality in <strong>the</strong> early years – understanding <strong>the</strong> past, thinking about <strong>the</strong> present, planning for <strong>the</strong> future. London: National Children’s Bureau. Paradies, Y., Chandrakumar, L., Klocker, N., Frere, M., Webster, K., Burrell, M. & McLean, P. (2009). Building on our strengths: A framework to reduce race-based discrimination and support diversity in Victoria (full report). Melbourne: Victorian Health Promotion Foundation. 12 IN THE LOOP
REFLECTIVE PRACTICE & DOCUMENTATION An Opportunity and a Challenge By Stephen Gallen This article was originally published in <strong>the</strong> Spring 2011 edition of <strong>In</strong> <strong>the</strong> <strong>Loop</strong>. Workforce Council wishes to thank Stephen Gallen for agreeing to <strong>the</strong> republication of this article. Workforce Council are looking forward to continuing our work with Stephen Gallen as a delivery partner, please call us on 1800 112 585 for more information. WORKFORCE.ORG.AU 13
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