By Alex Mills

Subsequent to preparing this paper I became aware of the contents of the Human Society p8 & Its Environment K-6 syllabus published by the Board of Studies New South Wales in October 1998. This syllabus has given recognition to the role of religion in shaping Australia including the way in which religious beliefs affect decision-making. (HSIE 1998)

This commendable collection of factual and fictional texts illustrate civics and citizenship themes. They " were selected for the richness and power of the writing".

"The aim of ...the Discovering Democracy School Materials Project...is to provide students with materials that will develop the necessary knowledge, skills and values for them to become effective and responsible citizens." (Australian Readers DD Middle Secondary 1999 p.i)

For many in the Civil Rights Movement, and for many Australian citizens, religious conviction was, and is, an integral part of what equips them to be effective and responsible citizens. Andrew Young, a close associate of Rev Martin Luther King, "says, ‘we all expected to die.’ ‘How could you with a young family?’ "You believe in heaven. I never thought death was the end. And Martin prepared us...and his own children...they showed no bitterness towards his killer.’ " (Wills, Gary (1990) Under God NY Simon and Schuster)

However in the Discovering Democracy introduction to the segment on the letter from Birmingham Jail by the Rev M L King positive recognition of the role of people of religious convict- ion in the Civil Rights movement is ignored. There was no mention of the 1000s of church people who turned out to show support for the jailed King and others bringing an end to racial segregation. (Young, A(1989) "MLK: theologian " in Theology Politics & peace NY Orbis p83)

No mention is made that the Hindu Gandhi’s " tactics of non-violent protest " ,had been introduced to King by a religious organisation committed to nonviolence, the Fellowship of Reconciliation (FOR). When the Montgomery bus boycott began in December 1955, FOR sent Rev Glenn Smiley, a staff worker to persuade King and other leaders to accept fully a non-violent philosophy and strategy. (Swomley JM (1998) Confronting Systems of Violence FOR PO Box 271 NyackNY10960). There was no mention that the idea of the "Freedom Rides" had been developed by James Farmer who had become aware of Gandhi’s techniques at divinity school. Although Farmer decided against the ministry he worked for FOR. With Rev G. Houser’s assistance he organised the Congress of Racial Equality(C.O.R.E). They launched the first nonviolent "sit-ins".(Swomley)

The extract from Taree NSW Aborigine, Ella Simon, illustrates the pain of prejudice and restrictions that she experienced, and she tells that with God’s help, that she was able to forgive her relations who prevented her from attending her father’s funeral. A missionary’s support is also acknowledged. The introduction says that " Ella lived her life according to two belief systems that she found complemented each other - her Christian faith and Aboriginal lore". This extract illustrates how integral religious faith was to one Australian citizen.

Undermining curriculum with material that includes incorrect information and comment.

His biographer leaves a different impression. He was faithful in his liturgical and pastoral ministrations, concerned himself with the education of children, the welfare and evangelization of Aborigines, farmed with some success. His reputation among the convicts as both a Christian and pastor were very high .(Macintosh NK (1994) in Australian Dictionary of Evangelical Biography Syd. Evangelical History Assoc.p187 c/o Centre for Study of Australian Christianity)

Selection of references to religion in the 1998 NSW K-6 Syllabus

HSIE is the key learning area in which students develop knowledge, understandings, skills, and values and attitudes about people and their social and physical environments.... General religious education is incorporated into the syllabus to assist students to understand the role of religion and spirituality in communities and societies and in the lives of individuals."

Reconciliation

"The content".. recognises the importance of concepts that will support reconciliation between Aboriginal and non-Aboriginal Australians, such as the recognition of spirituality and shared heritage."

"The syllabus...provides opportunities for students...to determine the usefulness, accuracy, reliability and validity of information." (HSIE 1998 p5-6)

The rationale states that "Through analyzing information and values, students can make responsible decisions about social, economic, religious, civic and environmental issues that may affect them now or in the future." "Studies include perspectives of...people with different religions and belief systems..."

Reference to religion in the syllabus can be seen in the following examples. Stage 1: "Describes the cultural, linguistic and religious practices of their family, their community and other communities." (HSIE 20) Stage 2 : "explains the roles played by some significant people...e.g. Richard Johnson "(HSIEp23)

(Chaplain: pastor, school, Aborigines, farmer, magistrate etc.) Stage 3:" refers to the motivating factors behind the achievements of some significant people, e.g. Caroline Chishom, John Flynn" (HSIE 23) Stage 3 "considers the influence of religion in the development of democracy." (HSIE 25) Stage 3: "recognises that Aboriginal Dreaming stories explain the origins of features of the landscape, natural phenomena and ways of caring for the environment." (HSIE 33) Stage 1: "identifies the roles and responsibilities of religious workers in the community" (HSIE 36) Stage 3: "reflect on the ways in which religious beliefs affect decision-making."(HSIE 37)