‘Cultural competence is about our will and actions to build understanding between people, to be respectful and open to different cultural perspectives, strengthen cultural security and work towards equality in opportunity. The underlying principles in cultural competence are trust, respect for diversity, equity, fairness and social justice’ (DEEWR 2010, p. 23). Cultural competence is also one of the 8 practices underpinning the EYLF. The Framework explains that to be cultural competence, we need to be aware of our own world view, and develop positive attitude to embrace cultural difference. As a result, we gain knowledge of difference cultural practices and also develop skills for communication and interaction across cultures (Hydon 2013, …show more content…
Therefore, as an educator, it is essential to have the skills, knowledge and positive attitude towards cultural diversity in order to cultivate positive learning outcome in children towards the diverse cultural background, particularly on the subject on Aboriginal and Torres Strait Islander culture, in which we are currently studying on. As we know, the ATSI culture was lost and proven insignificance towards our society nowadays, but we cannot deny the fact that they were once the owner of the land. It is important to include this history and culture in our service today to educate the children on ATSI culture. As an educator, we can be culturally competent in studying and understanding other culture, and then respect and share about the culture to the children. One way we can teach children to be culturally competent is through model inclusive approach. Children often copy or mirror educator’s action and behavior. For example, if we comment prejudicially towards particular culture, children will tend to do so as well. As for Aboriginal culture, we have learned that they used the term ‘Aunty’ and ‘Uncle’ for elderly person, despite having no blood-relation to them. It is a form of respect in their culture to address them by that term instead of their name. Therefore, we can use the term to address the grandparents of the Aboriginal children attending our service as ‘Uncle’ and
A graduate teacher should have a broad knowledge and understanding of cultural differences, including the impact of culture, cultural identity and linguistics backgrounds and the implications of these differences for students from Torres Strait Islander and Aboriginal backgrounds. A graduate teacher, when leading discussions or questioning students must consider how they will be received. Korff (2014) provides the example, “Aboriginal students can avoid direct eye contact with an adult as it is considered rude in Aboriginal culture” (para 3). Korff (2014) also suggest that many Aboriginal students do not ask or answer questions, because traditionally, Aboriginal culture is handed down from generation to generation in the form of song, poetry, dance and story- telling. Establishing rapport, celebrating diversity and respecting differences in the classroom e.g., cultural awareness activities and knowing how to talk to and build relationships with students of all cultures and backgrounds, would be an example of how a graduate teacher can demonstrate their understanding of Focus area
Cultural Competence is a substantiated body of knowledge based of cultural “values held by a particular cultural group and the ability to cohesively adapt to individualized skills that fit the cultural context, thus, increasing relationships between employees, managements, and stakeholders, including patience and research subjects. Cultural competency is critical to reducing disparities and improving access to high-quality services, respectful of and responsive to the needs of diverse working conditions and individualized characteristics. The main focus emphasizes the understanding of cultural competence provide internal resources with skills and perceptions to thoroughly comprehend ones cultural attitude, increase the ability to multicultural diversity, and the ability to effectively interact with other cultures (Shelley Taylor, 2006, pp. 382-383), which is absent within the case study of Joe and Jill. Essentially speaking, principles of cultural competence are acknowledgement to the importance of culture in people's lives, respect for cultural differences, an...
Let’s begin with what is the Culture? It is defined as “the shared knowledge and schemes created by a set of people for perceiving, interpreting, expressing, and responding to the social realities around them" Lederach, J.P. (1995). Now let’s understand what cultural competence is. It can be defined as “the ability to honor and respect the beliefs, language, interpersonal styles, and behaviors of individuals and families receiving services, as well as staff who are
The inclusion of Indigenous cultural integrity in the curriculum would help build reconciliation (Australian Curriculum Assessment and Reporting Authority [ACARA], n. d; Australian Institute for Teaching and School Leadership [AITSL], 2017). Graden yarning circles can help bringing the practice of Indigenous protocols in classrooms. Teachers can arrange Welcome to Country and encourage students to deliver their Acknowledgement of Country (Queensland Council of Social Service [QCOSS], n.d). Linking the land and the community will teach students to build respect for the culture (Yunkaporta,
Cultural intelligence is the capability that could give insights on how to cope with multi-cultural situations and how to engage properly in intercultural interactions. It is the individual’s ability to interact effectively in culturally diverse situations (Brislin, Worthley & Macnab, 2006). We could consider the cultural intelligence as constantly improving concept; something we can develop over time and it is not only changes through experience, but also through knowledge as well, which includes communication with other
Cultural competence has to do with one’s culture. Culture affects among other factors, how children are raised, how families communicate, what is considered normal or abnormal, ways of coping with issues, the way we dress, when and where we seek medical treatment, and so forth. I should know because I come from a very cultural home where it is considered bad to talk to a male doctor about anything gynecological.
When thinking about cultural competence, it is hard to really understand without knowing what it actually means. According to Sue & Sue “Cultural competence is an active, developmental, and ongoing process, that is something people achieve through ambition rather than it just being achieved” (2003). What kind of competencies it takes to be successful working in a culturally diverse workplace, and how to develop these competencies are two things this paper will discuss. Also, a personal view-point from the author on; what kinds of strengths she has and what areas she needs improvement in regards to cultural competence, and a few ways she feels she could improve those areas in which she needs improvement.
With the current change in demographics throughout the workforce, organizations are feeling the effects of a larger percentage of baby boomers retiring and a large percentage of millennial new entrants. The words used to describe millennial employees, “spoiled, trophy kids, ambitious”, seem to be as everlasting as the constructive and negative perspectives attached to them. Many can debate on the entitlement of these employees within an organization, how these employees can be groomed and managed to better fit the organization, the positive and negative attributes they bring into the workplace, and how the preceding can benefit or derail the effectiveness of an organization. Nonetheless, a harder debate, comes about in denying that organizations must adjust to and integrate these employees into the workforce.
We as educators must always act in the best interests of the children, while we seek to understand and embrace the different cultures by talking, listening and learning from the families and communities that surround us.
Cultural proficiency is seeing the difference and responding effectively in a variety of environments. Learning about organizational and individual culture, in which one can effectively interact in a variety of cultural environments (p. 3). In simple terms in which educators are not only able to effectively work with diverse populations, but also believe that diversity adds positive value to the educational enterprise (Landa, 2011, p. 12).
Culture, including language has been lost over the years. I have discovered that we do not need to get permission to introduce different cultural languages into a classroom. Bonney (2017) States that Aboriginal Language should not be foreign. It can be used widely within a classroom, such resources as a welcome song using Aboriginal language acknowledges the land and the elders past and present. I recall a day celebrated at my Primary school Called “Koori Day” where the whole school had the opportunity to get involved in Koori Culture.
In addition, research for this project enabled me to identify five essential elements for acquiring cross cultural competency which I will use as guidelines in conflict resolution in my future occupation:
Today’s management in the workforce is composed of all types of people verses thirty years ago when white males held a majority of upper-management positions in companies. These positions are now held by a mixture of ethnic back grounds and women who hold just as many if not more management positions then men. Just by looking at the changes in management demographics shows how important it is for people to understand cultural competency in the workplace. Dr. Roosevelt Thomas Jr. (1999) stated, “Diversity is the collective mixture of whomever we have in our workforce characterized by their differences and similarities” (p.11). Managers and supervisors must understand the characteristics of a diversity mature individual; they also need to be able to articulate the differences between affirmative action, managing diversity, understanding and valuing diversity to build skills that transforms awareness into productive and supportive workplace behaviors.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
I’m a firm believer in maximizing the educational experience through effective classroom design to maintain conflict prevention, increasing time on task and being an added tool for content material; but now I also believe effective classroom design can be used effectively to build a inclusive arena for students to learn in. By consciously focusing on improving the inclusiveness of culture into my design of the classroom, student’s can develop a stronger link to the classroom and school community. This can allow students who may have felt culturally excluded from their environment to develop a stronger connection to their learning and improve their performance not only as academic learners but as members of their school