Multiculturalism

Multiculturalism in schools is often reflected upon by students as ‘Harmony Day’, or a personalised school event that is often a culmination of a variety of foods from different ethnic regions. I find it hard to explain why these days were so important to school practise, especially in my own experience, as I see their only real use was to celebrate ethnic diversity for one whole day. You know, as opposed to the other 364 days that we have each year. I think as a young child it seems like a very plausible and valid thing to do, but now looking back on it, those days did nothing exceptional or extraordinary in assuring Australia’s sense of being multicultural and proud country.

However, an online newspaper article - Fears over 'white flight' from selective schools (Milburn, 2011) – draws attention to the high density of ethnic groups within school communities, and that many Anglo-Australians are fleeing to schools that accommodate their child’s primary culture (such as private schools), whilst many children from LBOTE backgrounds are being sent to selective schools in return. In effect, again we see how schools are becoming sites of social interaction that promotes the neglecting the notion of our country being multicultural and diverse. The article comments: 

If current trends continue, we risk creating highly unbalanced school communities that, rather than reflecting the full diversity of Australian society, instead constitute unhealthy and unnatural bubbles of segregation and isolation.

This recent trend of parents being selective of which schools to send their child to based on ethnic groups, or cultural differences, I find astounding and a little upsetting. How are we supposed to support and promote the multicultural identity of Australia if we’re choosing to polarise and divide communities?

Ho’s (2011) examination of the school sector also draws attention to the uneven spread of everyday multiculturalism. Her article also draws close attention to how even though families with the LBOTE characteristic may not largely populate a community or suburb, schools within the geographical area are experiencing cultural and ethnic segmentation. I found this particularly interesting considering that I am a ten-minute walk from Birrong Girls High (92% LBOTE students) and yet my suburb is primarily ‘Anglo-Australian’ (55% LBOTE) (Ho, 2011:611). This shift in school culture and attitude is indicative of not only current socio-cultural trends within education, but also the decision making of parents to either reinforce their own ideologies and beliefs regardless of whether embraces multiculturalism or white hegemonic values.

But perhaps my previous criticism is nothing more than an extension of my own personal understandings and experiences with multiculturalism. I personally don’t think it is necessary to have special days to publicise and highlight our national attempt and stance in regards to multiculturalism. But rather, our everyday lived experiences should be enough to stabilise the ideology itself. I went to school where, in retrospect, I was the minority white student. This did not faze me at all; I doubt it was something I seriously pondered actually. I had friends from all different backgrounds; I grew up with supportive parents, in a local community that guided me to seeing that ethnic diversity was something to be proud of regardless of those two special days at school. I steered clear of people that sought to put down ethnic diversity and subject it to White Australian dominance. Of course my lived experience is different to another’s and not everyone will see the world I do.

Ho, C. (2011), "Respecting the Presence of Others: school Micropublics and Everyday Multiculturalism" in Journal of Intercultural Studies, 32(6), pp.603-619

Milburn, C. (2011), "Fears over 'white flight' from selective schools" in SMH online, accessed 30 September 2013, at <http://www.smh.com.au/national/education/fears-over-white-flight-from-selective-schools-20111016-1lro2.html>