as respect, acceptance, generosity and freedom. Do talk about everybody’s differences. Don’t single out particular groups, such as ‘ethnic Teaching about cultural difference must be groups’. inclusive of all students, at all times. Do link the question of cultural difference to the Don’t let it seem that talking about difference is main themes across VELS domains including an afterthought, an add-on to the curriculum. Interpersonal Development and Thinking Process and Communication. Do talk in such a way that difference all of Don’t give the impression that the reason you are us: who we are compared to others, and how discussing differences is so that the ‘mainstream’ we relate to others in our local and global or the will feel better about ‘majority’ ‘minorities’. environments. When we look very closely at all the of our identities, we are all minorities, and we all deserve to be part of the mainstream. Teachers need to build on every student’s self-interest and the benefits to all Australians of making the most of our differences. deal with the facts and the practical skills be moralistic. There is no point in accusing Do Don’t and attitudes we need to succeed in a future of people of having bad attitudes, or even implying local and global cultural diversity. that they do. Do start with words that students relate to, such Don’t be heavy handed with difficult ‘authority’ as words, such as, multiculturalism, tolerance and ‘differences’, ‘acceptance’, ‘respect’, ‘justice’ and Use these to begin the diversity. ‘freedom’. discussion about why schools and governments gave policies on diversity and multiculturalism. Source: Department of Education and Early Childhood Education
as respect, acceptance, generosity and freedom. Do talk about everybody’s differences. Teaching about cultural difference must be inclusive of all students, at all times. Don’t single out particular groups, such as ‘ethnic groups’. Do link the question of cultural difference to the main themes across VELS domains including Interpersonal Development and Thinking Process and Communication. Don’t let it seem that talking about difference is an afterthought, an add-on to the curriculum. Do talk in such a way that difference all of us: who we are compared to others, and how we relate to others in our local and global environments. When we look very closely at all the of our identities, we are all minorities, and we all deserve to be part of the mainstream. Teachers need to build on every student’s self-interest and the benefits to all Australians of making the most of our differences. Don’t give the impression that the reason you are discussing differences is so that the ‘mainstream’ or the ‘majority’ will feel better about ‘minorities’. Do deal with the facts and the practical skills and attitudes we need to succeed in a future of local and global cultural diversity. Don’t be moralistic. There is no point in accusing people of having bad attitudes, or even implying that they do. Do start with words that students relate to, such as ‘differences’, ‘acceptance’, ‘respect’, ‘justice’ and ‘freedom’. Use these to begin the discussion about why schools and governments gave policies on diversity and multiculturalism. Don’t be heavy handed with difficult ‘authority’ words, such as, multiculturalism, tolerance and diversity. Source: Department of Education and Early Childhood Education
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