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© SBS 2018 ISBN: 978-1-76061-214-6

A STUDY GUIDE BY FIONA HALL

MODULE 1

DIVERSITY WORKS

CONTENT HYPERLINKS

2 SYNOPSIS

3 LEARNING OUTCOMES AND BENEFITS FOR SCHOOLS

3 CONCEPTS COVERED IN THIS STUDY GUIDE

3 CURRICULUM LINKS RELATED TO ‘DIVERSITY WORKS’

6 PREPARATORY ACTIVITY

6 INTRODUCTION TO THE CCP

7 INTRODUCTORY EXPLORATION OF CULTURE

9 INTRODUCTORY EXPLORATION OF THE CULTURAL ATLAS

9 INTRODUCTORY EXPLORATION OF THE CONCEPT OF ‘DIVERSITY’

17 SUGGESTED ASSESSMENT TASKS FOR THE ‘DIVERSITY WORKS’ MODULE

19 REFERENCES

SYNOPSISThe Cultural Competence Program (CCP) and The Cultural Atlas

The Cultural Competence Program (CCP) is an online training course aimed at building capability around cul-tural diversity. It features engaging multimedia learning modules and a wealth of resources. Whilst it is primarily aimed at building capability around cultural diversity in the workplace, secondary school students will benefit from undertaking the course in terms of increasing their own understanding of cultural diversity in Australia.

The CCP for individuals is available as an app for tablets and mobile devices. The program builds capability around cultural diversity, and participants will gain practical skills and cultural specific knowledge for use both at work and in everyday life.

Topics covered include:• Diversity Works – the business case for investing in

diversity• Cultural Differences and Similarities• Core Inclusion Skills• Unconscious Bias• Cross-Cultural Communication (two modules)• Cultural Adaptation• Australia by the Numbers

The CCP provides a solid foundation in understanding what culture, diversity, inclusion and cultural competence mean. There are over sixty animations and films, including real people telling real stories. Also included are fun, inter-active activities, plus options for further reading.

Working alongside the CCP, the Cultural Atlas is a sup-plementary resource designed to inform and educate in relation to cross-cultural attitudes, practices, norms, behaviours and communications.

The Cultural Atlas is a large-scale online resource providing information about a range of cultures in Australia including:• Core Concepts – cultural values• Etiquette, Do’s and Do Not’s• Greetings and Communication• Religion• Demographic Statistics• Business Culture

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CURRICULUM LINKS RELATED TO ‘DIVERSITY WORKS’

Civics and Citizenship

YEAR 7Citizenship, diversity and identity - How Australia is a secular nation and a multi-faith society

with a Christian heritage (ACHCK051 - Scootle) - How values, including freedom, respect, inclusion, civility,

responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society (ACHCK052 - Scootle)

LEARNING OUTCOMES AND BENEFITS FOR SCHOOLSThe Cultural Competence Program (CCP) and The Cultural Atlas

There are eight modules (and one summary module) within the CCP. The activities in this series of study guides are tailored to work with each specific module. Teachers may work through the modules in sequential order or choose to work with indi-vidual modules that best suit their curriculum needs.

The Australian National Curriculum has been used as a guide for the basis of these activities. Teachers are advised to select and adapt the activities to suit the student age and stage of their class, and the curriculum foci and outcomes used in spe-cific schools. The activities are also suitable for use in pastoral care and student wellbeing programs.

The CCP and Cultural Atlas can be used in relation to the fol-lowing subject areas of the Australian National Curriculum:

- Years 7–10 Civics and Citizenship - Years 7–10 English - Years 7–10 Health and Physical Education

- Year 10 History - Years 7–10 Media Arts

In addition, the CCP and Cultural Atlas relate to the fol-lowing General Capabilities within the Australian National Curriculum:

- Personality and Social Capability- Ethical Understanding- Intercultural Understanding

The seven study guides associated with the CCP and Cultural Atlas are:

• DIVERSITY WORKS• CULTURAL DIFFERENCES AND SIMILARITIES • CORE INCLUSION SKILLS • UNCONSCIOUS BIAS • CROSS-CULTURAL COMMUNICATION • CULTURAL ADAPTATION • AUSTRALIA BY THE NUMBERS

CONCEPTS COVERED IN THIS STUDY GUIDE• Understanding culture• Diversity and inclusion• The business case• Why diversity works• Benefits of diversity and inclusion

Upon completion of the ‘Diversity Works’ Module and related activities in this Study Guide, students will be able to:

• Define core concepts relating to culture, diversity and inclusion

• Understand why organisations invest in diversity and inclusion management

• Understand how diversity drives better business outcomes

• Understand the benefits of improved cultural competence

ACCOMPANYING VIDEOS - The following videos accompany this study guide, and

can be accessed at <https://theeducationshop.com.au/cultural-competence-program/>

- Welcome to the CCP – A general introduction to the Cultural Competence Program, summarising the content and the benefits of taking the course.

- Understanding Culture – An explanation of ‘culture’ and ‘cultural competence’.

- What’s in a Name? – Excepts from interviews, where a va-riety of people from different cultural backgrounds describe the meaning of their names.

- Diversity and Inclusion (D&I) – An explanation of ‘diversity’ and ‘inclusion’.

- The Business Case – A look at why successful, well-known companies are investing in diversity and inclusion.

- Why Diversity Works #1 – An explanation of the things that diversity management helps organisations to achieve.

- Why Diversity Works #2 – Some examples of the positive outcomes of effective diversity management, and the ramifi-cations when diversity is managed poorly.

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- How groups, such as religious and cultural groups, ex-press their particular identities; and how this influences their perceptions of others and vice versa (ACHCK053 - Scootle)

YEAR 8Citizenship, diversity and identity - The values and beliefs of religions practised in contempo-

rary Australia, including Christianity (ACHCK065 - Scootle) - Different perspectives about Australia’s national identity,

including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066 - Scootle)

- How national identity can shape a sense of belonging in Australia’s multicultural society (ACHCK067 - Scootle)

YEAR 9Citizenship, diversity and identity - The influence of a range of media, including social media,

in shaping identities and attitudes to diversity (ACHCK080 - Scootle)

- How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081 - Scootle)

English

YEAR 7Language: Language variation and change - Understand the way language evolves to reflect a chang-

ing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528 - Scootle)

Language: Language for interaction - Understand how accents, styles of speech and idi-

oms express and create personal and social identities (ACELA1529 - Scootle)

Literature: Literature and context - Identify and explore ideas and viewpoints about events,

issues and characters represented in texts drawn from dif-ferent historical, social and cultural contexts (ACELT1619 - Scootle)

Literature: Responding to literature - Reflect on ideas and opinions about characters, settings

and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620 - Scootle)

Literacy: Interpreting, analysing and evaluating - Analyse and explain the ways text structures and language

features shape meaning and vary according to audience and purpose (ACELY1721 - Scootle)

- Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723 - Scootle)

Literacy: Creating texts - Plan, draft and publish imaginative, informative and

persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725 - Scootle)

YEAR 8Language: Language for interaction - Understand how conventions of speech adopted by

communities influence the identities of people in those communities(ACELA1541 - Scootle)

Literature: Literature and context - Explore the ways that ideas and viewpoints in literary texts

drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626 - Scootle)

Literature: Responding to literature - Understand and explain how combinations of words and

images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628 - Scootle)

- Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represent-ed in texts(ACELT1807 - Scootle)

Literacy: Interacting with others - Plan, rehearse and deliver presentations, selecting and

sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731 - Scootle)

Literacy: Creating texts - Create imaginative, informative and persuasive texts that

raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736 - Scootle)

YEAR 9Language: Language for interaction - Understand that roles and relationships are developed

and challenged through language and interpersonal skills (ACELA1551 - Scootle)

Literature: Literature and context - Interpret and compare how representations of people and

culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633 - Scootle)

Literacy: Texts in Context - Analyse how the construction and interpretation of texts,

including media texts, can be influenced by cultural per-spectives and other texts (ACELY1739 - Scootle)

Literacy: Interpreting, analysing and evaluating - Interpret, analyse and evaluate how different perspectives of

issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742 - Scootle)

Literacy: Creating texts - Create imaginative, informative and persuasive texts

that present a point of view and advance or illustrate 4

arguments, including texts that integrate visual, print and/or audio features (ACELY1746 - Scootle)

YEAR 10Language: Language for interaction - Understand how language use can have inclusive and

exclusive social effects, and can empower or disempower people(ACELA1564 - Scootle)

Literature: Literature and context - Compare and evaluate a range of representations of

individuals and groups in different historical, social and cultural contexts (ACELT1639 - Scootle)

Literature: Responding to literature - Reflect on, extend, endorse or refute others’ interpreta-

tions of and responses to literature (ACELT1640 - Scootle) - Evaluate the social, moral and ethical positions represent-

ed in texts (ACELT1812 - Scootle)

Literature: Creating literature - Create literary texts that reflect an emerging sense of per-

sonal style and evaluate the effectiveness of these texts (ACELT1814 - Scootle)

- Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644 - Scootle)

Literacy: Interpreting, analysing and evaluating - Identify and analyse implicit or explicit values, beliefs and

assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752 - Scootle)

- Use comprehension strategies to compare and contrast information within and between texts, identifying and ana-lysing embedded perspectives, and evaluating supporting evidence(ACELY1754 - Scootle)

Literacy: Creating texts - Create sustained texts, including texts that combine spe-

cific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756 - Scootle)

Health and Physical Education

YEAR 7 AND 8Personal, Social and Community Health - Investigate the impact of transition and change on identi-

ties (ACPPS070 - Scootle) - Evaluate strategies to manage personal, physical and

social changes that occur as they grow older (ACPPS071 - Scootle)

- Investigate and select strategies to promote health, safety and wellbeing (ACPPS073 - Scootle)

- Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (ACPPS074 - Scootle)

- Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity (ACPPS075 - Scootle)

- Plan and use health practices, behaviours and re-sources to enhance health, safety and wellbeing of their communities(ACPPS077 - Scootle)

- Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079 - Scootle)

YEAR 9 AND 10Personal, Social and Community Health - Evaluate factors that shape identities and critically analyse

how individuals impact the identities of others (ACPPS089 - Scootle)

- Investigate how empathy and ethical decision making con-tribute to respectful relationships (ACPPS093 - Scootle)

- Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096 - Scootle)

- Plan and evaluate new and creative interventions that pro-mote their own and others’ connection to community and natural and built environments (ACPPS097 - Scootle)

- Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098 - Scootle)

History

YEAR 10Depth study – Migration experiences (1945 – present) - The impact of changing government policies on Australia’s

migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’ (ACDSEH145 - Scootle)

- The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147 - Scootle)

Media Arts

YEAR 7 AND 8 - Experiment with the organisation of ideas to structure sto-

ries through media conventions and genres to create points of view in images, sounds and text (ACAMAM066 - Scootle)

- Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067 - Scootle)

- Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068 - Scootle)

- Plan, structure and design media artworks that engage audiences (ACAMAM069 - Scootle)

- Present media artworks for different community and insti-tutional contexts with consideration of ethical and regula-tory issues(ACAMAM070 - Scootle)

YEAR 9 AND 10 - Produce and distribute media artworks for a range of

community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077 - Scootle)

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INTRODUCTION TO THE CCPAS A CLASS, VIEW THE ‘WELCOME TO THE CCP!’ CLIP. ANSWER AND DISCUSS THE FOLLOWING QUESTIONS:

1. What are the aims of the CCP?2. What statistics reveal Australia’s status as one of the

most culturally diverse countries in the world? Are you surprised by any of these?

3. WhatbenefitsdoyouseefromundertakingtheCCP?4. Haveyoupreviouslyundertakenanyactivitiesrelating

toexploringculturaldiversity?Discussasaclass.

PREPARATORY ACTIVITYTeachers are advised to conduct the following preparatory activity before engaging with the CCP and the Cultural Atlas.

Talking about cultural diversity, bias, discrimination, the importance of inclusivity and related ideas requires matu-rity and understanding of others. While the CCP and activities contained in this study guide clearly aim to increase students’ awareness of the importance of inclusion in a culturally diverse society, certain discussions may cause existing biases and stereotypes to surface. With this in mind, it is extremely important to spend time creating a safe and inclusive classroom environment. Suggested activity to help establish this:

ACTIVITY

Establishing Class Ground RulesThe aim is to establish a classroom environment that encourages openness, positive behaviour and expected standards of interaction with other class members. Teachers are to lead a discussion that invites students to develop a series of Class Ground Rules. Ideas to include:

1. Respect Others: You may hear ideas and opinions that may differ from your own. Try and take in new information without judgement and keep an open mind. Be mind-ful of your words and body language and ensure these reflect a respectful attitude. Learn by listening to others.

2. Own Your Own Values: Speak from the personal (e.g. ‘I feel …’ or ‘In my experience …’). Avoid overtly nega-tive, accusatory or generalised statements when inter-acting with others in your class. If you disagree with a class member, remember to challenge their opinion, not the person.

3. Be Open and Honest: All students have the right to ask questions without fear of judgement. It is impor-tant that everyone be given the opportunity to learn as much as possible. If you are not confident in asking a question in front of the class, make sure you approach your teacher personally.

4. Respect and Confidentiality: Everything said in the classroom stays in the classroom. When sharing per-sonal anecdotes, avoid using real names and carefully consider what personal information you chose to share with the class.

5. Share ‘Air Time’: Students are encouraged to express their ideas and opinions. Allow others to share and don’t monopolise discussion. You are not obligated to speak; it is fine to say ‘pass’.

Once the class has established their Ground Rules together, teachers should formalise these and display/make copies available to all students. These can be referred to during your engagement with the CCP and the Cultural Atlas.

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INTRODUCTORY EXPLORATION OF CULTUREAS A CLASS, BRAINSTORM KEY CONCEPTS AND TERMS RELATED TO ‘CULTURE.’

Have students look around the room and count the num-ber of different cultures that they think are represented. Now have them share their tallies with the class during a discussion that covers the following questions:

1. How many different cultures are represented in the class?2. What shared cultures are present amongst students?3. How did students identify their culture for this activity?4. Do students identify with more than one culture?5. If any students answered ‘yes’ to the above, do they feel they

identify with a ‘dominant culture’? And how do they define this?

As a class, view the ‘Understanding Culture’ clip. Answer and discuss the following questions:

1. The clip begins with the following quote by Henry Louis Gates Jr: ‘No human culture is inaccessible to some-one who makes the effort to understand, to learn, to inhabit another.’ Discuss what is meant by this quote. Have you had direct experience with this idea? Share and discuss answers as a class.

2. Do the definitions of ‘culture’ discussed in the clip mirror the class brainstorm of the term? What were the

key similarities and differences?3. We learn that cultures can operate on many levels, such

as family, city, country, race, sexual orientation, etc. Individually make a list of all the cultures you belong to. Share and discuss these lists as a class, noting the shared cultures and the differences amongst students.

4. ‘Culture is the lens through which we see and under-stand the world.’ Write a reflection on a time when your understanding of the world has been directly influenced by your own cultural lens. Share and discuss as a class.

5. ‘Everyone belongs to a number of cultures and people move in and out of cultures. Cultures can change over time, sometimes subtly sometimes dramatically.’ Refer back to the list of your personal cultures you made in question number 3. Can you identify any that you have moved in and out of? What were the circumstances in which your status within this culture changed? Share and discuss as a class.

6. How is cultural competence defined and why do you think this is an important skill? Have you been involved in, or can you think of an example you’ve heard of, where cultural competence existed? And one where it was lacking? Share and discuss as a class.

FOCUS ON

the Differences between Culture, Race and EthnicityThe concepts of culture, race and ethnicity are com-plex and often confused or thought to mean the same thing. Many different definitions of these terms exist. The following activities aim to help students understand

and differentiate between the concepts of culture, race and ethnicity, with particular reference to their own experiences.

Divide the class into three random groups and randomly allocate one of the following terms to each group:

CULTURE, RACE, ETHNICITY

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Food

Clothing

Celebrations

Religion(s)

Language(s)

Rituals

EXAMPLES

Students in each group are to brainstorm words and phrases associated with their allocated term. One representative from each group is to share their brainstorm with the class. Teachers are to then present the following discussion points to students for each key concept.

••••••••••••

CULTURE

Culture is not about superficial group differences or just a way to label a group of people. It is an abstract concept that is diverse, dynamic and ever-changing. Culture is the shared system of learned and shared values, beliefs and rules of conduct. Despite sharing many characteristics, values, practices, beliefs and behaviours, members within different cultures vary greatly.

RACE

Race is a term applied to people purely because of the way they look. It is considered by many to be predominantly a social construct. It is difficult to say a person belongs to a specific race because there are so ma\ny variations like skin colour. All human groups belong to the same species (Homo sapiens). Race does not relate to mental characteristics such as intelligence, personality or character.

ETHNICITY

Ethnicity is a sense of peoplehood; when people feel close because of sharing a similarity. It is when you share the same things, for example, physical characteristics such as skin colour or bloodline; linguistic characteristics such as language or dialect; behavioural or cultural characteristics such as religion or customs; or environmental characteristics such as living in the same area or sharing the same place of origin.

••••••••••••

As a class, review each of the brainstorming concepts for cul-ture, race and ethnicity in relation to the above discussion points.

Working in pairs, students are to answer the following questions:

1. How does culture define who a person is?2. What is your culture? Is this the same as your ethnicity?3. What is a common misconception about race?4. List some of your values, beliefs and customs (three of each).5. What are some of the things from your culture that you are

proud of?6. What are some of the things about your culture that you

don’t like?7. How would you describe Australian culture?

The observable aspects of culture such as food, clothing, cel-ebrations, religion and language are part of a person’s cultural heritage.

Students are to fill in the table on the right with information about their own culture. Compare and discuss with other stu-dents when complete, noting any similarities and differences.

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INTRODUCTORY EXPLORATION OF THE CULTURAL ATLAS

With reference to a country-based culture you identified with in the previous activities, visit the Cultural Atlas at <https://culturalatlas.sbs.com.au/>.

Explore your culture on the website. Share and discuss any interesting/newfound information you discover in your exploration. Please note, the Cultural Atlas will be revisited and explored in more detail in later activities/guides relating to the CCP modules.

FOCUS ON

‘What’s in a name?’As a class, view the clip ‘What’s in a Name?’.

1. Which name descriptions did you find most interesting and why?

2. What are the meanings of your own names? Consider first, middle and surnames. You may have to conduct research or ask family members to assist you with this task. Create a poster or a Prezi (or similar presentation) that describes the meaning of your names and share as a class.

3. Why do you think someone’s name is so crucial to their sense of self? In what ways is this heightened when there is a cultural signifi-cance to one’s name?

4. Working in small groups, visit another class in your school and arrange to have students in that class explore the meaning and any cultural significance of their own names. Have students conduct research, and then revisit to film them explaining their findings. Edit and produce a clip for the students in that class that is similar to the CCP clip ‘What’s in a Name?’

INTRODUCTORY EXPLORATION OF THE CONCEPT OF ‘DIVERSITY’

Asaclass,brainstormkeyconceptsandtermsrelated to‘Diversity’and‘Inclusion’.

Itisimportantforteacherstostresstostudentsthatwhilethe CCP modules focus on cultural diversity, there are manyotherareaswithinthisconcept(e.g.physicalability,socio-economic status, sexuality, life experiences, political beliefs,religion,etc.)

Asaclass,viewthe‘DiversityandInclusion’clipandan-swerthefollowingquestions:

1. TheclipbeginswiththefollowingquotebyMohandasGandhi:‘Noculturecanliveifitattemptstobeexclu-sive.’Discusswhatismeantbythisquote.Haveyouhad direct experience with this idea?

2. Dothedefinitionsof‘diversity’discussedintheclipmirror the class brainstorm of the term? What were the keysimilaritiesanddifferences?

3. HowcanlookingatAustralianAnti-DiscriminationLegislationhelpustounderstandsomeofthemoreimportant aspects of diversity as they apply to the workplace?

4. Workinginpairs,researchtheFairWorkAct2009.Inwhatwaysdoesitactivelypromoteinclusionandrespectofdiversityintheworkplace?

5. WhatisoneofthemainaimsofAnti-DiscriminationLegislationinAustraliaandwhydoyouthinkthistypeoflegislationisimportant?

6. Dothedefinitionsof‘inclusion’discussedintheclipmirror the class brainstorm of the term? What were the keysimilaritiesanddifferences?

7. As a class, discuss the different types of diversity within our society. How are the concepts of ‘diversity’ and ‘inclusion’ intrinsically related?

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Discussing Cultural Diversity in Australia

The following activity aims to stimulate discussion about the issues surrounding cultural diversity and inclusion in Australia.

Prior to beginning this task, teachers should revisit the ‘Class Ground Rules’ developed at the start of this study guide to ensure respectful discussion. Main points to reit-erate to students:

• Listen and respond respectfully to the views of others• Think about what others say• Speak only when nominated by the teacher• Check that you have understood someone else by us-

ing reflective listening techniques

Students should understand the difference between a discussion and an argument, and everyone should feel free to share their views.

Teachers will need to clear space in the classroom to allow students to move around freely. Label one side of the room with the word ‘Agree’; the other side with ‘Disagree’; and the middle area with ‘Unsure’.

Teachers read out a statement and ask students to move to the area that represents their view on the issue. Statements may need to be read out a couple of times whilst the students think and decide. Don’t paraphrase or explain it. If students do not understand, they should stand in the ‘Unsure’ area.

Once students have decided on their stance, teachers should move around the room, asking students to give rea-sons for their views. Challenge their opinions and encourage other students to do so as well. The purpose of this is not to put the students’ opinions down, but to facilitate discussion.

If students find that they are swayed in their initial position by the ensuing class discussion, they are encouraged to move to their new decision area. Teachers can select from any of the following statements for this activity (or add oth-ers/create their own):

- All shop signs in Australia should be in English only - To truly practice cultural diversity and inclusion in

Australia, there must be more acknowledgement of Indigenous Australians

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Promoting Cultural Diversity and Inclusion through Sport

As a class, brainstorm the ways that sport can provide an ex-cellent avenue for promoting cultural diversity and inclusion.

The Australian Football League (AFL) runs a Multicultural Program designed to assist migrant and refugee communities to access football, whether it be playing, supporting or volun-teering. It aims to bridge the gap between Australia’s diverse communities and promote inclusion.

Working in pairs, visit their site <http://aflvic.com.au/multicul-tural/> and research the range of programs and events that they run.

1. Why do you think a specific and targeted focus on multi-culturalism within sport is important? What are the benefits across the community?

2. Are there other major sporting codes that specifically focus on cultural diversity and inclusion in their programs and fixtures? Research and share your findings as a class.

From 2010–2017, the AFL held a Multicultural Round as part of the annual fixture. This was dropped in 2018. As a class, read about this decision and discuss why you think the AFL made this decision and whether you agree with their reasoning: <https://wwos.nine.com.au/2017/10/27/18/12/afl-multicultural-round-dumped-in-2018/>

As a class, watch the following clip of Barry Cassidy from the ABC political discussion program, The Insiders, where he dis-cusses how diversity and integration can be impacted by sport and politics (in both positive and negative ways): <https://twit-ter.com/InsidersABC/status/1020120849775452160/>

As a class, discuss the examples Barry Cassidy provides of the impact of sport and politics on diversity and integration.

1. How could the Australian media and wider community work to minimise some of the negative impacts on diversity?

2. How can the Australian media and wider community work to maximise the positive impacts on diversity?

- People who migrate to Australia should leave their old culture behind

- Australia has lots of space and we should share it with people from war-torn countries

- Australia Day should be celebrated on a dif-ferent date

- Migrants from the same country shouldn’t be allowed to live together in the same location – they should be spread out

- People shouldn’t be allowed to come to Australia unless they speak English

- There is nothing I can personally do about racism

- Having a diverse population makes Australia an interesting place to live.

The activity should be concluded with the follow-ing debrief and reflection activities:

1. As a class, discuss which statements were most contentious. Why do you think this was the case?

2. What positive discussion skills were displayed? What skills require work?

Students are to then write a personal reflec-tion on this activity that answers the following questions:

1. Whatdidyoufindmostchallengingabout participating in this activity?

2. Were you surprised by any of the dis-cussion?Explain.

3. Didyouchangeyouroriginalstanceonanyofthestatements?Explain.

NB: It is strongly recommended that teachers follow up this activity with a further session that addresses any misinformation that emerged dur-ing the class discussion.

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1. Whatdoweexpecttoseewhenwelookatthese images? Why is this?

2. HowdoesLeongusejuxtapositionofcul-turalimagerytoengageviewersabouttheirownculturalassumptionsandexpectations?

3. What is Leong suggesting about the view of a‘typicalAustralian’?Giventheseimageswereproducedin1994,doyoufeelthatthisperception and the representation of a ‘typi-calAustralian’inourmediaandsocietyhaschanged?Discussasaclass.

All p

hoto

s by

Hou

Leo

ng

‘An Australian (Wood chopper)’, digital photograph, 1994

An Australian (Outback Pub), digital photograph, 1994

An Australian (Surfers), digital photograph, 1994

FOCUS ON

Popular Culture and Diversity in AustraliaAs a class, read the following articles that explores cultural diversity and representation in Australian television:

<https://theconversation.com/landmark-study-finds-diver-sity-lagging-on-australian-tv-64350/>

<http://www.abc.net.au/news/2016-08-25/whitewash-channel-australian-tv-diversity/7783428/>

<https://www.sbs.com.au/guide/article/2017/05/16/problem-limited-diversity-aussie-tv/>

Students are to answer the following questions:

1. Why do you think there has traditionally been a lack of cultural diversity and representation in Australian television?

2. What are some of the problems associated with a lack of cultural diversity in television and media?

3. What are three current Australian television programs you watch? Is there a range of culturally diverse characters in these? Share and discuss as a class.

4. Why do you think it is important that Australian television and media is culturally diverse and representative?

Read the following exploration of Cultural Diversity in Australian television from 1995, entitled ‘Cultural Diversity and the Media: The Special Broadcasting Service (SBS) Experience in Australia’ by then Head of Television for SBS Australia, Ms. Sawsan Madina. (NB: There is the ability to listen to a reading of the statement on this site.):

<https://www.dss.gov.au/our-responsibilities/settlement-services/programs-policy/a-multicul-tural-australia/programs-and-publications/1995-global-cultural-diversity-conference-proceed-ings-sydney/culture-education-and-language/cultural-diversity-and-the-media-the>

1. What was Ms. Madina’s experience of Australia (as a country and its media) in terms of cultural diversity when she first arrived in the 1970s?

2. What is the purpose and nature of SBS? What SBS programs do you currently watch?

3. Do you think SBS has changed from when Ms. Madina made this statement in 1995? If so, how?

4. How does SBS differ from other broadcasters in Australia?

In the 1990s, Chinese-born, Canberra-based artist Hou Leong produced a series of artworks that focused on the idea of cultural appropriation and perceptions of identity and tradition. He raised questions of identity by combining and contrasting familiar Australian and Chinese photo-graphic images – both of people and of landscapes – in confronting and amusing ways.

As a class, look at the following examples of Leong’s art-work. For each piece, discuss the following questions:

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FOCUS ON

the Economic Benefits of Corporate Investment in Diversity and InclusionAs a class, view ‘The Business Case’ clip and answer the following questions:

1. Why are major multinational corporations investing time and money in diversity and inclusion?

2. Discuss the quotes about investing in diversity by

Google’s Larry Page and Deloitte Australia’s CEO, Cindy Hook. What importance and benefits do they see in investing in diversity within their businesses?

3. What organisational benefits are associated with com-panies who focus on racial and gender diversity? Why do you think this is?

FOCUS ON

‘Why Diversity Works’As a class, view the ‘Why Diversity Works #1’ and ‘Why Diversity Works #2’ clips and answer the following questions:

1. Why is attracting and retaining talent in an organisation a key benefit of diversity?

2. Discuss as a class why diverse groups are more inno-vative and effective within organisations?

3. We hear about the 2014 closure of a Darlinghurst

café following their refusal to hire a black barista and the resultant public backlash. Read more about this case here and discuss as a class: <https://www.smh.com.au/national/nsw/darlinghurst-cafe-owner-shuts-his-doors-after-refusing-to-hire-black-barista-20140826-108haj.html>

4. What are some of the organisational consequences of failure to effectively manage diversity?

Working in pairs or small groups, students are to read the following poems about Australia:

“MyCountry”byDoretheaMcKellar, https://www.dorotheamackellar.com.au/archive/mycountry.htm

“ILovethisLandAustralia”byFrancisDuggan, https://www.poemhunter.com/poem/i-love-this-land-australia/

1. What message about Australia do you think the authors are trying to communicate through their poems?

2. Can you relate to the image of Australia that is being conveyed in each poem?

3. Find two other examples of poems about the Australian landscape and/or its people that appeal to you. Explain what message is being conveyed in the poem and why you relate to this work. Recite poems to the class and discuss.

4. Find two examples of song lyrics from Australian musi-cians that relate to the Australian landscape and or its people that appeal to you. Explain what message is be-ing conveyed and why you relate to these lyrics. Share as a class (play the songs if possible).

5. Plan and compose your own poem about Australia. Consider what values/ideas/imagery you are wanting to explore. You may work on this individually or in pairs.

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FOCUS ON

‘Stereotypes’ and ‘National Identity’When we consider the idea of ‘Diversity’, we must do so with reference to individuals in Australian society identifying as being ‘outside the norm’. When looking at concepts such as diversity and inclusion, it is vital to explore the commonly held beliefs and assumptions about a ‘typical’ group within society. Teachers are to write the following terms on the board: Racism, Prejudice, Discrimination and Stereotypes.

In silence, students are to write down their own definitions of these terms. Share these as a class, noting any repeat-ed words/ideas associated with each term.

Teachers are to provide students with the below table. Working in pairs, students are to research a working

EXAMPLESDEFINITION

definition of each term and provide an example.

As a class, discuss the following broad questions:

1. What types of prejudice, racism and discrimina-tionexistinAustralia?Historicallyandtoday?

2. Why do stereotypes form? How can they be harmful?

Teachers are to share the following definition of ‘national identity’ with students:

A national identity or image is a picture we have in our minds of what particular nationalities are like. We tend to assume that people of one nationality are likely to look, act and think in different and distinct ways from other nationalities.1

Ask students to nominate a number of nationalities other than Australian. Ask students to select one and write down a list of words that come to mind. Compare and discuss the results with the rest of the class, reminding students to be culturally sensitive and avoid potentially offensive stereotypes.

Ask all students to repeat this task, this time with reference to the ‘typical Australian’. Compare and discuss the results with the rest of the class. Compile a list of the main images and discuss how relevant and accurate they may be. Ask students what factors may contribute to these images and ideas of a ‘typical Australian’ and how accurate and relevant are they in 2018.

Racism

Prejudice

Discrimination

Stereotypes

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WHAT IS A ‘TYPICAL AUSTRALIAN?’

According to the 2016 Census, Australian citizens were born overseas. Visit the follow-ing website: <http://www.abs.gov.au/ausstats/abs@. nsf/Lookup/by%20Subject/2071.0~2016~Main%20 Features~Cultural%20Diversity%20Data%20 Summary~30/>

Working in pairs, students are to research and prepare notes on the following aspects of the 2016 Census Data in relation to:

• Country of birth• Ancestry• Languages• Aboriginal and Torres

Strait Islander Peoples

• Religion• The generations of

Australians• Where migrants live

Share and discuss the statistics from the above activity, noting those that you found most interesting/surprising.

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26.3 per cent of

Individual Benefits

of Cultural Diversity and

Inclusion

Organisational Benefits

of Cultural Diversity and

Inclusion

Societal Benefits

of Cultural Diversity and

Inclusion

FOCUS ON

the overall benefits of diversity and inclusionAs a class, view the clip ‘Benefits of Diversity and Inclusion’. Using notes from this clip, as well as other clips and activities from this module, students are to complete the above summary table.

Reflect on the ways that your school practices cultural diversity and inclusion. Are there ways you could further promote these ideas within the school community?

Conduct research into your local area with regard to the ways that cultural diversity and inclusion are practiced and celebrated. Discuss as a class.

Harmony Day happens in Australia each year on 21 March and is a celebration of Australia’s cultural diversity. Students are to visit the Harmony Day site at <www.har-mony.gov.au> and undertake the following tasks:

1. Whatarethetypesofdifferenteventsandcel-ebrations that form Harmony Day?

2. WhydoyoufeelitisimportantforAustraliatohaveanannualeventsuchasHarmonyDay?

With consideration to how your school practices cultural diversity and inclusion, do you think you can plan an event as part of Harmony Day that further promotes inclusive-ness, respect and a sense of belonging for all members of your school community? Work in small groups to brain-storm your ideas. Consider the following:

• Who will be involved in your event?• What will the aim of your event be?• What will you call your event?• How will you promote your event?• What resources and support will you need in order to

run your event? Will your event involve food? Music? Art? Technology?

• How can you ensure that your event will successfully promote cultural diversity and inclusion?

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Reflection on Diversity

1. Students are to create their own ‘Wordle’ by visiting the following site: <http://www.wordle.net> A ‘Wordle’ is a word cloud that is generated by text you provide, with prominence given to words that most frequently appear. You can tweak your clouds with different fonts, layouts and colour schemes.Working in small groups, students are to brainstorm and discuss the key terms/concepts/ideas they have explored in the ‘Diversity Works’ Module and Study Guide, entering them all into the ‘Wordle’ generator. Completed ‘Wordles’ can be printed out and displayed around the classroom.

2. Using their completed Wordles, students are to write a reflection on what they have gained from exploring the ‘Diversity Works’ Module of the CCP. The following prompts should guide reflections:• Which words are most prominent in your ‘Wordle’?

Why do you think this is?• How are the core concepts of culture, diversity and

inclusion interrelated?• What are the benefits to organisations in terms of

investing in diversity and inclusion management?• What are the benefits of improved cultural compe-

tence? For business and the broader community?• Can you apply any of these key concepts to the

way your school practices cultural competence?

Research on Australian Multicultural Policy

Released in March 2017, the Australian Government’s Multicultural Statement is, “Multicultural Australia - united, strong, successful.” This statement sets both priori-ties and strategic directions for Australia in relation to Multiculturalism.

Working in small groups, students are to research the his-tory and development of Australia’s Multicultural Policies from Federation until the present. Teachers are to allocate one of the following areas per group, and students are to research and prepare an overview that they present to the class in the form of a Google Slides, PowerPoint or similar presentation.

• The White Australia Policy• The impact of WW1 and WW2 on Australian

Immigration Policy• The ‘Populate or Perish’ campaign• Increased focus on Multiculturalism in the 1970s• Multicultural Policy developments from the 1980s –

present day• Recognition of Indigenous Australians within Australian

culture and society

The following site is the suggested place for all groups to begin their research:

<https://www.homeaffairs.gov.au/trav/life/multicultural/australias-multicultural-policy-history>

SUGGESTED ASSESSMENT TASKS FOR THE ‘DIVERSITY WORKS’ MODULE

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Expository writing tasks

Select any of the following prompts as the basis for an expository essay exploring the theme of ‘Cultural Diversity and Inclusion in Australia’. Ensure you refer directly to the ideas and research from the ‘Diversity Works’ Module in your response:

• A critical society makes it hard for people from minority cultures or groups to find a way to belong.

• It can be hard to establish your identity when you feel different from those around you.

• Our appearance can be an important factor in de-veloping a sense of our own identity.

• Sometimes choosing to belong to one culture or group means losing your place in another.

• Through understanding differences we understand ourselves.

• Cultural identity is a benchmark for understanding others.

• Our sense of belonging is bound up in our cultural identity.

• Sameness and difference does not matter as long as there is belonging.

Oral presentation

Studentsaretoresearchanddeliverashortpresentation about a person who has made a positivecontribution,directlyorindirectly,topro-motingdiversityinAustralia.

Watching the Media

Students are to select an Australian media item (online, television, radio) that focuses on race, ethnicity or religion. Students are to complete an analysis of this item that cov-ers the following areas:

• Does the media item encourage or discourage cultural diversity and inclusion? Give at least three specific examples from the item to support your answer.

• Identify any emotive words and phrases that support or detract from the ideas of cultural diversity and inclu-sion. Change these words to show how language can alter a position.

Debate and Discuss

As a class, select one of the statements from the ‘Discussing Cultural Diversity in Australia’ activity and use it as the basis for a class debate.

Looking at the original statements from the ‘Discussing Cultural Diversity in Australia’ activity, students are to create their own series of statements and then use these as the basis for running the task again.

The Pitch

Workinginsmallgroups,studentsaretoselectan advertisement for any service or product that reliesonnon-diverse/non-inclusiveAustralianstereotypes.

Storyboard and create your own advertisement (filmedclip,poster,digital)thatsellsthesameservice/productinaculturallydiverseandin-clusiveway.Presenttotheclassandprovideadetailedanalysisofthechoicesyoumadewhencreatingyourfinishedproductandthewaysitismoreculturallydiverseandinclusive.

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This study guide was produced by ATOM. ISBN: 978-1-76061-214-6 editor@atom.org.au

To download other study guides, plus thousands of articles on Film as Text,

Screen Literacy, Multiliteracy and Media Studies, visit <https://theeducationshop.com.au>.

Join ATOM’s email broadcast list for invitations to free screenings, conferences, seminars, etc.

Sign up now at <http://www.metromagazine.com.au/email_list/>.

Endnotes1 Australian Multicultural Foundation (2010). Managing

Cultural Diversity: Training Program Resource Manual,http://amf.net.au/library/uploads/files/MCD_Training_Program_Resource_Manual.pdf, accessed July 17 2018.

REFERENCESAustralian Bureau of Statistics. <http://www.abs.

gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/2071.0~2016~Main%20Features~Cultural%20Diversity%20Data%20Summary~30/>, accessed July 21 2018.

Australian Government, Department of Home Affairs: <https://www.homeaffairs.gov.au/trav/life/multicultural/australias-multicultural-policy-history>

The Australian Curriculum: Home, <https://www.australian-curriculum.edu.au>, accessed 16 July 2018.

Australian Government Department of Social Services. <https://www.dss.gov.au/our-responsibilities/settlement-services/programs-policy/a-multicultural-australia/programs-and-publications/1995-global-cultural-diversity-conference-proceedings-sydney/culture-education-and-language/cultural-diversity-and-the-media-the/>, accessed July 16 2018.

AFL Victoria Multiculturalism, http://aflvic.com.au/multicul-tural/, accessed 16 July 2018.

Colley, C. (4 September 2015). Canberra artist Hou Leong returns to art world with new exhibition. The Sydney Morning Herald. https://www.smh.com.au/entertain-ment/art-and-design/canberra-artist-hou-leong-re-turns-to-art-world-with-new-exhibition-20150904-gje-byv.html, accessed July 16 2018.

Cultural Atlas, <https://culturalatlas.sbs.com.au>, ac-cessed July 10 2018.

De Gabrielle, M.(24 August 2016). Landmark study finds diversity lagging on Australian TV. The Conversation. <https://theconversation.com/landmark-study-finds-diversity-lagging-on-australian-tv-64350/>, accessed July 16 2018.

Harmony Day, <https://www.harmony.gov.au>, accessed July 16 2018.

Insiders ABC Twitter <https://twitter.com/InsidersABC/sta-tus/1020120849775452160/>, accessed July 20 2018.

Koziol, M. (August 26 2014). Darlinghurst café owner shuts his doors after refusing to hire black barista. The Sydney Morning Herald.<https://www.smh.com.au/national/nsw/darlinghurst-cafe-owner-shuts-his-doors-after-refusing-to-hire-black-barista-20140826-108haj.html>, accessed July 16 2018.

Lattouf, A. (25 August 2016). Changing the whitewash chan-nel on Australian television. ABC News. <http://www.abc.net.au/news/2016-08-25/whitewash-channel-australian-tv-diversity/7783428/>, accessed July 17 2018.

Law, B. (16 May 2017). The Problem of Limited Diversity on Aussie TV. SBS Australia, <https://www.sbs.com.au/guide/article/2017/05/16/problem-limited-diversity-aussie-tv/>, accessed July 17 2018.

Living in Harmony Funded Project. ‘Culture & Colour’, Northern Beaches Neighbourhood Service, NSW, 2005 cited on Harmony Day, <https://www.harmony.gov.au/>, accessed 15 July 2018.

Wide World of Sports (27 October 2017). AFL dumps Multicultural Round in 2018 Season. Nine News, <https://wwos.nine.com.au/2017/10/27/18/12/afl-multicultural-round-dumped-in-2018/>,

accessed July 17 2018.Wordle, <http://www.wordle.net>, accessed on August 9

2018.

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