Researchers
David Hollinsworth
“I do think that the more kids see themselves as ‘same as and different from’ in the same instant seems to be the secret...”
Background Information
David Hollinsworth has taught indigenous studies and anti-racism since 1978. He has published widely on Australian racism, indigenous history, health and contemporary politics as well as media and academic representations of Aboriginality. David works as a consultant in anti-racism, Indigenous community development and enhancing government capacity to engage indigenous communities more effectively. He is currently teaching and conducting related research at the University of Queensland and the University of Sunshine Coast.
David, can you tell us about your work in the area of challenging bullying and violence?
I have tried to support schools in instituting anti-violence and anti-bullying programs that are inclusive, participatory and linked to curriculum and learning. In particular I have tried to promote strategies that also look at the whole school including all staff, policies, governance and not just look at “bad” students (usually boys) who do “bad” things to other students.
How did you come to focus on this area?
I became interested in the area following up work on racism in schools. I was concerned that some approaches made the targets of racist harassment passive victims and could actually encourage further targeting as a way of expressing anti-teacher feelings. A broad approach that challenged all forms of bullying and support all students’ desire to feel safe seemed the best way to go.
Who or what has influenced you in the direction you’ve taken in your approach?
I’ve been very interested in the work of academics and activists in Britain such as Phil Cohen who have worked on “whole school” approaches to racism and violence - including in schools with few minority students where denial of the issues was common.
What would you suggest to young people and adults wishing to identify bullying and harassment issues and initiate positive change in their school community?
PUT BULLYING AND EXPECTATIONS OF SAFETY AND RESPECT ON THE AGENDA:
- Hold schools especially councils and principals to account for their policies and practices in this area.
- Support the formation of committees including students to develop strategies.
- Demand that resources are made available.
- Network with other students, teachers, community groups and organisations that have social justice and equity concerns.
- Use media and formats that students respect and are comfortable with.
- Document your efforts, failures and successes and compare them with others.
- Celebrate successes.
- Emphasise the positive benefits for all of having respectful, inclusive, dynamic, violence-free learning environments.
Where can they get more information?
Hollinsworth, D. 1998. Race and Racism in Australia Second edition. Katoomba, Social Science Press. (Third edition to be published by Thomson Learning in 2006)
Racism! No Way! website http://www.racismnoway.com.au/
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