Consultations with key stakeholders revealed a wide array of ideas about what works with young Muslim Australians and what currently happens in the field. Projects undertaken by young people or their mentors sought to enhance social engagement opportunities for young Muslims. These provided spaces for self‐expression, personal development and social connection, as well as being recreational and educational. They often developed spontaneously, and were haphazardly supported. In many instances such projects were self‐funded by the volunteers who organized them. Apart from the effort in organizing these events, effort was also required to establish and maintain parental trust and support for young Muslim participation.
It was evident from a review of the youth projects cited that those which engaged parents as a way of building trust were the most successful. This approach often transferred into active parental assistance and sponsorship for youth activities. This is particularly important as some parents were regarded as overprotective initially, but were then seen as ‘transforming’ their experience and those of their children into something positive and meaningful. The identification of such loci for transformative learning and interaction is essential to the social ecology framework underpinning this research.
In fact young people in all three fieldwork regions (Sydney, Melbourne and Darwin) were observed to be creatively identifying solutions for problems within their Muslim communities and in some cases were establishing social networks to assist other young Muslims or disadvantaged members of the community at large. Young Muslim Australians have taken proactive steps in creating ‘culturally compelling’, ‘culturally appropriate and effective’ strategies revealing resilience and active citizenship within their social ecological frame (see Panter‐Brick et al 2006).
The consultations with key stakeholders working in the field with young Muslim Australians or their families highlighted the importance of tutoring programs as well as mentoring and leadership programs to help young people discover and unlock their potential. They also suggested a combination of youth programs operating within Muslim organizations, mosques, or youth groups, through to programs that are run as partnerships in collaboration with mainstream organizations and the community at large. Such youth programs would need to offer different points of engagement for young people, to provide opportunities to create their own spaces, and to be inclusive in nature (as opposed to being exclusive programs). Indeed, projects which were adequately funded, which utilized specialist skills of Muslim professionals, that encouraged parental or family involvement and trust, and which worked to empower and skill young Muslim Australians, were all regarded as vitally important in mitigating the damaging effects of racism, discrimination and social marginalization and in reinforcing the extent to which young Muslim Australians participate in, and feel that they belong in, Australian society.
7. Recommendations
Social ecology models aim at achieving ‘culturally acceptable’, ‘culturally compelling’ and
‘effective’ interventions (Panter‐Brick et al 2006). The recommendations utilise the principles, strategies, spheres of influence or domains of social interaction, which come directly out of this social ecology model, as well as providing the evidence base for each.
With this in mind, and in line with the findings of the research, the recommendations that follow, encourage: collaboration and partnerships; socially inclusive strategies, services and social messages; viable anti‐discrimination strategies; evidenced‐based professional practice which include family and strengths based approaches; the utilization of specialist skills within the Australian Muslim communities to assist young people and their families; as well as mentoring, support and leadership training for young Muslim Australians.
The ten program areas, identified from the literature review and the research conducted, are the most common settings and opportunities for encouraging and responding to young people’s Voices. There program areas are:
1. Personal development
2. Family relationships
3. Leadership development
4. Community development
5. Sport and recreation
6. Arts and culture
7. Racism, prejudice and discrimination
8. Media and representation
9. Cyber Media
10. Funding models
Further detail on each follows.
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Program Area
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1. PERSONAL DEVELOPMENT
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Social Ecology
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Principles: culturally appropriate, affectively compelling, socially
inclusive and sustainable.
Strategies: self‐efficacy, increasing skills and agency, transformative learning, bonding and bridging.
Domains: individual, interpersonal, community.
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Recommendation
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Strengthen and support or establish programs which:
Expand mentoring opportunities, for example:
focusing on mainstream and Muslim figures from arts, sports etc
recognizing the important role of mosques, older family members (etc. – you have identified)
while seeking long term relationships, also recognizing the significance of one off exposure through activities such as AFL/Muslim community round robins etc.
Expand tutoring opportunities in local areas
Encourage positive messages about being Muslim and Australian in community programs, and by supporting positive role models;
Provide opportunities for safe, social and cultural interaction with the wider community, building pathways for social engagement, acceptance and inclusion;
Build self esteem, resilience and skills, supporting educational and career aspirations, providing careers/vocational guidance;
Provide appropriate counselling programs and support services that acknowledge cultural and spiritual dimensions, and the lifespan developmental nature of youth;
Engage specialist skills (youth, health, welfare professionals) within the Australian Muslim community to assist young Muslims where feasible.
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Evidence base
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Direct research: mentoring and tutorial programs Melbourne & Darwin;
consultations with stakeholders in Sydney, Melbourne & Darwin. Literature and Other: Aspire2Inspire; Mission of Hope; Yasmeen 2010; Akbarzadeh 2010 a and b;
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Program Area
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2. FAMILY RELATIONSHIPS
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Social Ecology
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Principles: culturally appropriate, affectively compelling, sustainable.
Strategies: increasing skills & agency; transformative learning. Domains: individual, interpersonal, community, society.
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Recommendation
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Strengthen and support or establish programs which:
Utilise evidence‐based professional practice which include
‘whole of family’ and strengths based approaches to family relationships;
Aim at building trust with parents who may be unfamiliar with
youth programs;
Engage specialist skills (youth, health, welfare professionals) within the Australian Muslim community to assist young Muslim Australians and their families where available;
Employ socially inclusive strategies to engage Muslim families within their programs.
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Evidence base
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Direct research: Young people and stakeholder consultations in Sydney,
Melbourne and Darwin.
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Program Area
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3. LEADERSHIP DEVELOPMENT
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Social Ecology
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Principles: culturally appropriate, affectively compelling, sustainable.
Strategies: Self‐efficacy, increasing skills and agency, transformative learning, bonding and bridging.
Domains: individual, interpersonal, organisation, community, society.
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Recommendation
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Strengthen and support and/or establish programs which provide:
Youth leadership training and mentoring opportunities;
Training in community development and managing sustainable organizations;
Communication, media and advocacy training;
Opportunities for engagement with different organizations and institutions in society e.g. political, educational, religious, legal, business and non government sectors;
Support for aspirational roles in community leadership.
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Evidence base
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Direct research: Stakeholder consultations in Sydney, Melbourne and
Darwin; young adults actively organising activities and supports.
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Program Area
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4. COMMUNITY DEVELOPMENT
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Social Ecology
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Principles: culturally appropriate, affectively compelling, socially inclusive, sustainable.
Strategies: increasing skills and agency, transformative learning, bonding and bridging.
Domains: individual, interpersonal, organisation, community, society.
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Recommendation
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Strengthen and support or establish programs which:
Promote cross cultural collaborations, engagements and partnerships between Muslim groups / organizations, other minority communities and mainstream organizations which encourage friendships, learning and active citizenship;
Support Muslim organizations to effectively engage young people;
Support volunteer initiatives, internships and activities for young Muslims people;
Work towards community capacity building strategies and outcomes;
Support and develop sustainable Muslim community infrastructures.
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Evidence base
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Direct research: Young people and stakeholder consultations in Sydney, Melbourne and Darwin.
Literature and Other: Living in Harmony / National Action Plan programs.
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Program Area
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5. SPORT AND RECREATION
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Social Ecology
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Principles: culturally appropriate, affectively compelling, socially inclusive, sustainable.
Strategies: Self‐efficacy, increasing skills and agency, transformative learning, bonding and bridging.
Domains: individual, interpersonal, organizations, community, society.
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Recommendation
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Strengthen and support or establish programs which:
Encourage cross cultural collaborations, engagements and partnerships between mainstream sports and local Muslim communities, including interfacing with iconic Australian sporting institutions and personalities (e.g. ICV and AFL Community event).
Provide culturally appropriate opportunities for young women in sport that are safe and inclusive.
Seek parental trust and buy‐in.
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Evidence base
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Direct research: ICV and AFL Community Event, girls soccer teams, young people and stakeholder consultations in Sydney, Melbourne and Darwin.
Literature: McCue 2010.
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Program Area
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6. ART and CULTURE
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Social Ecology
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Principles: culturally appropriate, affectively compelling, socially
inclusive, sustainable.
Strategies: Self‐efficacy, increasing skills and agency, transformative learning, bonding and bridging.
Domains: individual, interpersonal, organisation, community, society, global.
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Recommendation
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Strengthen and support or establish programs which:
Encourage artistic expression through skills acquisition, training and recreational activities for young Muslim Australians, across the various genres including poetry, writing, comedy, drama, visual arts, music, graphic design and multi‐media etc, which accommodate cultural sensitivities and affirm diversity of cultural identities;
Recognize and support volunteer initiatives within the Muslim community;
Provide opportunities, events and/or venues to showcase such expression and or performance;
Create linkages for young people to allow greater participation in the arts and cultural scene, including interfacing with mainstream Australian icons and arts institutions.
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Evidence base
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Direct research: Art and cultural activities organised by community
workers/organizations and volunteer mentors in Melbourne; Melbourne stakeholder consultations; Sydney stakeholder consultations; Darwin story telling programs and cultural activities.
Literature and Other: Pennycook, 2007; Swedenburg 2001; Brothahood;
Diafrix; Alim, Ibrahim and Pennycook (eds) 2008; Kaya 2001, 2002,
2003; IAM; Fun‐Da‐Mental’s, Too Phat, Pietro Felix; Salam Café; Fear of a Brown Planet;
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Program Area
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7. RACISM, PREJUDICE and DISCRIMINATION
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Social Ecology
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Principles: culturally appropriate, affectively compelling, socially inclusive.
Strategies: Self‐efficacy, increasing skills and agency, transformative learning, bonding and bridging.
Domains: individual, interpersonal, organisation, community, society, global.
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Recommendation
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Strengthen and support or establish programs which:
Provide for socially inclusive strategies and education;
Youth programs which develop anti‐discrimination awareness and support;
Sustain and sanction socially inclusive social messages within the public arena;
Encourage cross cultural collaborations and partnerships with young Muslims, as well as Muslim organizations, which broaden friendship circles and networks in the wider community;
Seek greater protection under the law against Islamophobia, religious discrimination and vilification;
Training/awareness programs for civic rights & responsibilities, and effective advocacy.
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Evidence base
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Direct research: Young people and stakeholder consultations in Sydney, Melbourne and Darwin; survey results.
Literature: Yasmeen 2010; Dunn, Klocker, et al. 2007; Human Rights and Equal Opportunity Commission 1991 and 2004; Committee on Discrimination Against Arab Australians 1992; McMahon 2005; Poynting and Mason 2006; Jakubowicz 2010.
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Program Area
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8. MEDIA and REPRESENTATION
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Social Ecology
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Principles: culturally appropriate, affectively compelling, socially inclusive, sustainable.
Strategies: increasing skills and agency, transformative learning, bonding and bridging.
Domains: individual, interpersonal, organisation, community, society, global.
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Recommendation
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Strengthen and support or establish programs and campaigns which:
Provide training for young Muslim Australians in communications, media production and public relations (e.g. better managing of image creation, control and messaging);
Challenge stereotypes of Muslims through positive social messages and role models;
Seek greater accountability and regulation of media organizations using sensationalist and harmful social messages;
Seek greater accountability for negative political messages about Islam, Muslims, migrants, and refugees;
Showcase Muslim contributions to society, culture and nation building.
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Evidence base
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Direct research: Young people and stakeholder consultations in Sydney, Melbourne and Darwin; survey results.
Literature: Manning 2004 and 2006; Poynting et al 2004; Human Rights and Equal Opportunity Commission 1991 and 2004; Dunn 2003; Abood
2005.
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Program Area
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9. CYBER MEDIA
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Social Ecology
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Principles: culturally appropriate, affectively compelling, socially inclusive.
Strategies: Self‐efficacy, increasing skills and agency, transformative learning, bonding and bridging.
Domains: individual, interpersonal, organisation, community, society, global.
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Recommendation
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Strengthen and support or establish programs which:
Promote youth training and awareness of filtering software,
safe place and parental care in regards to cyber media or cyber‐
safety;
Seek greater protection under Australian law against cyber‐
bullying, Islamophobia, religious and racial vilification.
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Evidence base
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Direct research: young people and stakeholder consultations in Sydney, Melbourne and Darwin; survey results.
Literature and Other: Everett 2008; Jakubowicz 2010; Australian Human Rights Commission Cyber‐Racism Summit 2010; State of Australia’s Young People Report 2009.
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Program Area
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10. FUNDING MODELS
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Social Ecology
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Principles: culturally appropriate, affectively compelling, socially inclusive, sustainable.
Strategies: increasing skills and agency, bonding and bridging. Domains: individual, interpersonal, organisation, community, society.
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Recommendation
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Strengthen and support or establish funding models which:
Encourage a mix between culturally sensitive, inclusive programs undertaken within mainstream and multicultural services, and ethno‐religious specific funding for activities undertaken within the Muslim community;
Provide longer term (3 to 5 year) funding for Muslim community initiatives which fit within national priorities areas e.g. mental health (counselling services), education (homework help,
tutorial programs), labour market (careers/vocational guidance);
Allow for small fund allocations to help community volunteers/mentors and organizations to offer repeated one‐off activities e.g. sporting, recreational, art and cultural activities.
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Evidence base
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Direct research: Young people and stakeholder consultations in Sydney, Melbourne and Darwin
Literature and Other: Living in Harmony program / National Action Plan;
various NGO sector funding, State and Federal funding programs
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