The ways in which targeted communities experience hate speech is an important, but often neglected, component of the debate over the legitimacy of hate speech laws. This article reports on data drawn from interviews conducted with 101 members of Indigenous and minority ethnic communities in Australia regarding their experiences of hate speech. We give voice to targets’ experiences of face-to-face and more widely broadcast hate speech, and outline the constitutive and consequential harms they claim to have suffered. We assess these against the alleged harms of hate speech in the literature, finding a close correlation between targets’ reports and the literature.

/pdf/evidencing-the-harms-of-hate-speech-16b9gy0gj5.pdf

Evidencing the harms of hate speech

The further development of Australian multiculturalism must squarely address racism, and a primary step must be the acknowledgement of racism. The Challenging Racism Project (2001–2008) data provide a clear picture of the acknowledgement of racism and of Anglo cultural privilege among Australians. Encouragingly, most Australians recognise that racism is a problem in Australian society. A little under half, however, deny that there is Anglo cultural privilege. Perhaps surprisingly, respondents from non-Anglo-Australian backgrounds, including those born in the Middle East and South Asia, were significantly more likely than those from Anglo backgrounds and Australian-born respondents to deny that racial prejudice exists in Australia. Cultural hierarchies of citizenship regulate the acknowledgement of racism, encouraging denial and deflection, and punishing ‘complaint’ from those more exposed to racism. The broader social pathology identified by this paper is an unevenness in the sense of citizenship across e...

http://www.uws.edu.au/__data/assets/pdf_file/0009/228906/DunnNelson2011.pdf

Challenging the Public Denial of Racism for a Deeper Multiculturalism

In the UK, schools are considered vital to the realisation of intercultural cities, to the strengthening of community relations and to the development of new forms of social learning. This paper brings work on the geographies of education and learning together with work on the challenges of living with difference, to examine how the routines and repetitive interactions of everyday school life shape the capacities of parents to live with difference. Utilising research with white British parents at a multicultural primary school in Birmingham, UK, the paper builds on the growing interest in the spaces and theories of urban encounter to extend work that has examined the value of shared school spaces. While attending to the (re)production of social difference and the problematic accounts of anxiety, hierarchy and belonging that fracture the school community, the paper also examines the shared parental commitments and aspirations that underpin the motivations for intercultural dialogue and learning. In so doing, the paper details how existing knowledges and ways of living are called into question and gradually altered through personal work, pragmatic negotiation and the development of practical competencies and calls for much greater emphasis on these small and incremental changes in future work.

Multicultural learning: parent encounters with difference in a Birmingham primary school

East Europeans are integrating into life in the UK. This entails learning to get along with their new neighbours, but it also involves not getting along with certain neighbours. Integration is not confined to benevolent forms of everyday cosmopolitanism, multiculturalism and conviviality; it can also include more pathological forms, like racism. Whilst integration is generally seen as desirable, the learning that it entails necessarily includes less desirable practices and norms. The aim of this article is to show how East Europeans in the UK have been acquiring specifically British competencies of racism. This doesn't mean all East Europeans are racist or they always use racism; it does mean, however, that racism is a part of the integration equation. We focus on the racist and racializing practices of Poles, Hungarians and Romanians in Bristol in the UK. These East Europeans are using racism to insert themselves more favourably into Britain's racialized status hierarchies. This is a kind of integration.

/pdf/pathological-integration-or-how-east-europeans-use-racism-to-9yyvu3ju8i.pdf

Pathological integration, or, how East Europeans use racism to become British.

Comparative and International Education: A Bibliography (2009)

Pilot research on community conflict resolution, conducted in a local government area in southern Sydney in late 2006, revealed paradoxical findings: the simultaneous presence of both high levels of cross-cultural mixing and appreciation of the area's culturally diverse population; and the prevalence of prejudice against Arab and Muslim residents and visitors to the area. Many respondents, who supported cultural diversity, saw Arab and Muslim Australians as an exception and even a threat to harmonious community relations. Particularly striking was the anxiety and anger caused by their apparent large numbers, seen to be taking over certain public recreational spaces. This paper explores the contradictions in these findings in light of other contemporary Australian research and identifies complex and difficult issues to be addressed by research and by local government. In particular, the paper discusses the need to address the interconnections between both everyday multiculturalisms and everyday racisms, to...

/pdf/resentment-and-reluctance-working-with-everyday-diversity-40ddluw0xd.pdf

Resentment and Reluctance: Working with Everyday Diversity and Everyday Racism in Southern Sydney

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Resentment and Reluctance: Working with Everyday Diversity and Everyday Racism in Southern Sydney