Australia’s Multicultural policy, The People of Australia, was introduced in 2011. The policy aims to promote a fair and inclusive society and strengthen social cohesion. The policy supports equal opportunity for all Australians and recognises the importance of diversity. The policy also addresses laws regarding racial discrimination; and supports the people of Australia and their right to cultural identity, including the practice of traditions, languages and beliefs. Similarly, policies and procedures are essential to the operation of an early education and care service to ensure that a standard of structure, consistency, and unity are maintained. Within a service, the policies and procedures act as the underlying principles, that support the health, protection, safety, and well-being of the children. They protect the rights, of the children, families, and educators; and guide the delivery of quality education and care. Early childhood educators must implement both the National Policies and their service’s policies and procedures in their everyday work, and can critique and reflect on these to challenge and professionally develop their own practice.
The policy claims to “demonstrate the government’s unwavering commitment to a multicultural Australia”. (Commonwealth of Australia, 2011). The policy discusses ‘multiculturalism’ in a very general, undefined manner, but does not offer a clear definition what multiculturalism actually is, nor does it suggest any attainable goals or strategies to implement; to work towards a harmonious, united, multicultural Australia.
The ambiguity of the definition throughout the policy brings to mind the question; Does the definition of multiculturalism to end at mutual respect and co-existence? Or does it extend to include the active encouragement and celebration of differences?
According to The Anti-Bias Approach in Early Childhood, multiculturalism is described as “the existence of a number of distinct ethnic or cultural groups within one nation-state” (Scarlet, 2016). Hereby suggesting that multiculturalism itself refers to a statistic relating to the cultural diversity within the population, and does not extend to include anything more. The policy recognises acceptance, inclusion and equality as the key principles, but fails to explain multiculturalism beyond acceptance. The first principle states that “An enduring theme of Australia’s Multicultural Policy is that everyone belongs.” (Commonwealth of Australia, 2011). A sense of acceptance and belonging is only the first step towards a harmonious, coherent, multicultural society. True multiculturalism can only occur when various communities are encouraged to discover and celebrate the differences that make each other unique. By repeatedly stating ‘acceptance’, the policy suggests multiculturalism is nothing more than co-existence. Therefore overlooking the importance of shared knowledge, beliefs and values. Limiting and discouraging the people of Australia to learn, share and celebrate differences. To truly embrace a multicultural way of life, Australia’s Multicultural Policy must clearly define what it multiculturalism is, and ways in which the Australian Government plans to implement the policy.
When discussing multiculturalism within the early childhood sector, Catharine Hydon and Rukmini Bose-Rahman state that “Perhaps it is not the word [multiculturalism] itself but how we engage with the ideas that underpin it” (Scarlet, 2016, p.). Thus exploring the idea that each educator’s varying understanding and interpretation of the word, will guide their educational program and practice. Article 29 of the UN Conventions on the Rights of the Child aligns with this notion; stating that “[children’s education] should encourage children to respect others, human rights and their own and other cultures” (cited in Red Ruby Scarlet, 2016, p.32). Educators have the ability to extend children’s ideas of acceptance and inclusion, to welcome active participation and celebration of cultural diversity, within the classroom.
Participation, equal opportunity and inclusion are the key focus of the second principle. “Australians from all backgrounds will be given every opportunity to participate in and contribute to Australia…”(Commonwealth of Australia, 2011). Educators who implement a best practice approach to teaching, consider barriers which may hinder children’s ability to learn and thrive within the centre and will take thoughtful and intentional measures to minimise or eliminate these barriers; allowing for equitable opportunities to play, learn and grow. This principle is an essential component of the policy as it supports and upholds the child’s rights. Article 2 of the UN Conventions on the Rights of the Child links to this principle; stating that “States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.” (Australian Human Rights Commission, 1996). It is a child’s right to be given equal opportunity free from discrimination. Inclusion plays a major role in our nation’s identity and is crucial to a child’s sense of belonging; within the family, the early childhood service and the wider community.
The Australian Early Years Learning Framework supports this notion, in the statement “[educators] continually strive to find equitable and effective ways to ensure that all children have opportunities to achieve learning outcomes.” (DEEWR, 2009). In accordance with this statement, services recognise that their policies must respect, support and give equal opportunity to the diverse and unique aspects of every individual child, family, and educator. Rosemary Green stated that “Teachers who adopt an anti-bias approach can make a difference” (cited in Red Ruby Scarlet, 2016, p.17). An Anti-Bias approach encompasses equality and provides all children opportunity to feel valued for who they are.
The ‘benefits’ of multiculturalism are referred to numerous times throughout the policy. Stating that “[Multiculturalism in Australia] acknowledges the benefits and potential that cultural diversity brings” (Commonwealth of Australia, 2011). However overlooks any benefits other than skills, labour, economic, trade and investment benefits. The policy fails to recognise that a culturally rich and supportive community is equally beneficial to Australia’s future; and that this is achieved by the promotion of cultural interaction and awareness of diversity, sharing of knowledge and strengthening understandings.
The Australian Early Years Learning Framework describes cultural competence as “respecting multiple cultural ways of knowing, seeing and living, celebrating the benefits of diversity and have an ability to understand and honour differences.” (DEEWR, 2009). When we give children the opportunity to learn in an environment that is culturally inclusive, we are educating future generations on the importance of understanding and appreciating diversity. “When groups are invisible, stereotyped or given low status … children receive powerful messages about which social groups are important and valued, and which are not” (Anti Bias Textbook. Section 1 Children and Bias p.7) Educators who practice an anti-bias approach encourage children to be who they are and build strong identities in the early stages of life; and assist in creating a solid foundation for future learning and development. They teach children how to become aware of similarities and differences, and how to respond to diversity with fairness. Although multiculturalism does present trade benefits, the policy should extend to consider a comprehensive approach to emphasise the social benefits of an inclusive, culturally diverse, harmonious nation.
The future for Multiculturalism in Australia is addressed in a brief statement.“Multiculturalism is our shared future and is central to our national interest” (Commonwealth of Australia, 2011). This statement does not outline any clear outcomes or goals for the future, nor does it suggest strategies to attain these goals. In contrast, early childhood services’ policies and procedures must be reviewed regularly as a requirement of the National Regulations. “A key focus of the National Quality Framework is to promote continuous quality improvement.” (ACECQA, 2011, p.175). The Guide to the National Quality Standards ensures that early childhood services are continually reviewing and assessing their practice to maintain a high standard of quality education and care. There is no information disclosing when The People of Australia Multicultural Policy will next be reviewed or updated, and very few details in relation to accessing more information; regarding related policies or legislation. Now outdated, this six-year gap suggests that the government considers the Multiculturalism Policy low-priority, as currently, there are no scheduled policy review or update legislative requirements in place.
While The People of Australia: Multiculturalism Policy does attempt to unify the nation, there are many grey areas which are open to interpretation; but provide no structure or direction for implementation. The document speaks for the voice of the majority but fails to provide details of specific laws or regulations which protect minority groups. To improve on the policy, the Australian government could clarify the meaning of multiculturalism, rather than using the term repeatedly in an undefined manner. While the policy does speak to inclusion and diversity, they are only discussed briefly. The ‘benefits’ referred to in the policy are listed as economic and trade relations. Here, the benefits could extend to include the social benefits of a culturally diverse community. Australia is continually evolving and becoming more socially inclusive, however, the policy fails to reflect this. In future, the Australian policies should be regularly reviewed. A scheduled review would ensure that the policies stay up to date with our ever-changing nation and maintain our democratic values.