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Cultural competency 作業代寫

Talking about practice:
Cultural competency
Discussion between JuDy RaDich anD Jo GooDwin
Part 1
Cultural competency  作業代寫
Discussion on cultural competency—defining culture.
Does our own identity and culture impact on our daily
interactions with families and children?
Part 2
Aboriginal and Torres Strait Islander culture—where to
begin? What part does the past history of Aboriginal
Australia play in the process of moving forward and
engaging in a process of true Reconciliation?
Part 3
Cultural competency  作業代寫
Quality Improvement Plan—how to document your progress
in cultural competency. Resourcing—creating time and
space for change.
Cultural competency is one of the eight areas of practice in
the Early Years Learning Framework. Cultural competency is
about interactions and attitudes. It is how we honour and
celebrate diversity when working with families and children.
When we are being culturally competent we appreciate and
live with difference and we are aware of what we gain from
acknowledging differences. In some cases, it is about learning
to sit with the discomfort that this creates for us as educators.
When we consider cultural competency in relation to Aboriginal
and Torres Strait Islander peoples, is it from the view of the unique
place that Aboriginal and Torres Strait Islander culture holds
in Australia? Aboriginal and Torres Strait Islander peoples have
histories in Australia dating back 75 000 years. How much of this
history are we aware of? Does our understanding of Aboriginal
and Torres Strait Islander culture begin with the colonisation of
Australia? If this is so, how can we try to explore or understand
cultural competency from this limited knowledge base?
Part 1
Cultural competency  作業代寫
When we begin to consider cultural competency, one of the
first questions we ask of ourselves is, ‘what is my culture?’ How
do we define culture? How much are we aware of the aspects
of our identity—race, class, religion, gender and ability—that
are embedded in our own daily practices and interactions with
families and children?
? What is culture—is culture an unconscious way of being?
? Are we aware of our culturally determined actions, postures
or ways of dealing with people—or are they automatic
responses?
? Is our own culture the standard by which everyone else is
judged?
Cultural competency  作業代寫
? Why should we be responsive to difference?
? What does it mean to be considered a ‘dominant’ culture?
? How do we create opportunities for parents’ opinions and
child-rearing practices to be included in our daily program?
? How do we reflect on the skills that are required to
maintain the balance of a program running smoothly and
the flexibility to respond to different cultural and individual
family needs?
? How do we ask families what their expectations of us are?
? What different processes do we have to support families
with enrolment and participation in the service? How and
when do we adjust our enrolment and transition process?
? How do we recognise, with each new family enrolment at
our service, the individual culture and values they bring
with them? How do we adjust our practices to respond to
this new culture?
1
Part 3
Where do we start when considering how to explore cultural
competency? How do we begin to document and demonstrate
cultural competency at our service?
? What would an outsider’s first impression be of the ‘culture’
of your service?
? Do we ever reach a point where we can state that we are
‘culturally competent’?
? How can we create opportunities for educators to have
time to explore cultural competency?
? How do we engage in a process of reflection that has real
meaning for both the individual and the team in which
they work?
? What resources can we use to facilitate a whole-of-team
approach to exploring cultural competency?
? How do we learn about perspectives other than our own?
As we progress with our understanding of cultural competency,
it becomes evident that to be culturally competent is about what
we don’t know. It is looking inside ourselves and discovering how
we define people and their behaviours by our own standards. It
is about exploring our biases, acknowledging and accepting that
there are other ways; we accept that our way is not the only way.
There are many ways and there is no right or wrong way. It is the
acknowledgement that reconsidering views is a slow process and
it involves accepting people and families just as they are.
Part 2
Cultural competency  作業代寫
How do we define true Reconciliation in our services? Why is
Reconciliation an important concept to explore with children?
When we consider exploring cultural competency in relation to
Aboriginal and Torres Strait Islander peoples, have we considered
the view from the perspective of the history of Aboriginal and
Torres Strait Islander people?
? How do you explore identity with children and families?
? How would we cope if our identity was taken away from us?
? Where do you receive your information about Aboriginal
and Torres Strait Islander peoples?
? Why is it important to understand the impact of past
policies on Aboriginal and Torres Strait Islander culture?
What are the dangers of not acknowledging the past?
? What strategies do you use to ensure that your
communications are respectful with the Aboriginal and/or
Torres Strait Islander people of your community?
? What are you currently doing to increase your knowledge
of the history of your local land, the Dreamtime, spirituality
and language?
? How do you obtain general knowledge about the cultural
identity of families and children? What information would
you research for the families and children attending your
service?
? How do you identify cultural groups within your
community?
? How do you make opportunities for Aboriginal and/or
Torres Strait Islander people to share cultural knowledge?
? What experiences and opportunities are provided for
families and children to enhance their understanding of
cultural diversity?
 

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