Intercultural Competence
“Cultural Competence is a set of congruent behaviours, attitudes and policies that come together within a system, agency or professional, and enables that system, agency or professional to work effectively in cross cultural situations”.
The aim is equality, for this to happen, these components need to be achieved:
o Knowledge and understanding of indigenous cultures, histories and contemporary realities, and awareness of indigenous protocols (cultural awareness – alone this has not led to changes in behaviour and attitudes);
o Critical reflection on one’s own culture and professional paradigms in order to understand its cultural limitations;
o Proficiency to engage and work effectively in Indigenous contexts congruent to the expectations of Indigenous Australians; and
o Effecting positive change in one’s profession.
The key elements of Cultural Competence are:
· Valuing Diversity
· Having the capacity for cultural self-assessment
· Being conscious of the dynamics inherent in cross-cultural interactions
· Communicating the importance of cultural knowledge
· Making adaptations to service delivery that reflect cultural understanding
Cultural Proficiency is:
“A state of deep knowing and understanding of a culture where one continuously aspires to cultural proficiency and culturally proficient practice... it requires more than becoming culturally aware or practicing tolerance. It is the ability to identify and challenge one’s own cultural assumptions, values and beliefs, and to make a commitment to communicating at the cultural interface”.
In short this can be demonstrated by an individual’s:
- Knowledge of other cultures
- Personal qualities of openness, flexibility, tolerance and a sense of humour
- Behavioural skills, such as communication competencies, culturally appropriate behaviour and the ability to relate to others
- Self-awareness, of one’s own values and beliefs
- Technical skills, including the ability to complete tasks in cultural settings
On the other hand:
“Cultural Incompetence may be described as destructiveness, incapacity, blindness, pre-competence, denial, defence and minimisation”.
The aim is equality, for this to happen, these components need to be achieved:
o Knowledge and understanding of indigenous cultures, histories and contemporary realities, and awareness of indigenous protocols (cultural awareness – alone this has not led to changes in behaviour and attitudes);
o Critical reflection on one’s own culture and professional paradigms in order to understand its cultural limitations;
o Proficiency to engage and work effectively in Indigenous contexts congruent to the expectations of Indigenous Australians; and
o Effecting positive change in one’s profession.
The key elements of Cultural Competence are:
· Valuing Diversity
· Having the capacity for cultural self-assessment
· Being conscious of the dynamics inherent in cross-cultural interactions
· Communicating the importance of cultural knowledge
· Making adaptations to service delivery that reflect cultural understanding
Cultural Proficiency is:
“A state of deep knowing and understanding of a culture where one continuously aspires to cultural proficiency and culturally proficient practice... it requires more than becoming culturally aware or practicing tolerance. It is the ability to identify and challenge one’s own cultural assumptions, values and beliefs, and to make a commitment to communicating at the cultural interface”.
In short this can be demonstrated by an individual’s:
- Knowledge of other cultures
- Personal qualities of openness, flexibility, tolerance and a sense of humour
- Behavioural skills, such as communication competencies, culturally appropriate behaviour and the ability to relate to others
- Self-awareness, of one’s own values and beliefs
- Technical skills, including the ability to complete tasks in cultural settings
On the other hand:
“Cultural Incompetence may be described as destructiveness, incapacity, blindness, pre-competence, denial, defence and minimisation”.
Developmental Model of Cultural Competency, retrieved from the National Best Practice Framework for Indigenous Cultural Competency in Australian Universities.
This Pedagogical Matrix, developed by Ranzijn, McConnochie and Nolan (2006) demonstrates:
· A series of general expectations within which individual disciplines and programs can develop program-specific content and strategies
· These expectations ensure the development of the foundational knowledge, understandings, skills and attributes required for culturally competent engagement and professional practice.
· A series of general expectations within which individual disciplines and programs can develop program-specific content and strategies
· These expectations ensure the development of the foundational knowledge, understandings, skills and attributes required for culturally competent engagement and professional practice.
Integrating Aboriginal and Torres Strait Islander Perspectives in Schools (APAC): A Guide for Teachers.
Curriculum and Pedagogy:
Below are some FAQs about the integrated approach to Indigenous teaching, The answers were written by the Department of Education in WA, as seen
here; http://det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/apac/?oid=MultiPartArticle-id-9193776
What is the Aboriginal Perspectives Across the Curriculum (APAC) project?
APAC is a project that aims to broaden and deepen students' and teachers' understanding of Aboriginal cultures and ways of being. Teaching APAC will assist all students to be able to look at the world from an Aboriginal viewpoint and understand the different Aboriginal points of view on a range of
issues such as reconciliation, social justice and equality.
Why was APAC developed?
The APAC project has been developed to provide teachers and schools with a wide range of resources to enable them to improve the academic performance of Aboriginal students. It will also provide resources that will assist teachers to implement Aboriginal Studies in their classroom.
Guide for teachers:
Through integrating Aboriginal and Torres Strait Islander Perspectives in Schools teacher will:
· Become facilitators in learning
· Understand the various needs of all children in the classroom
· Have an awareness of the diversity of all children
· Need to be aware of myths and stereotypes
· Need to know what texts and resources are appropriate to use, and when
· Need to create partnerships with other schools and local communities, to ensure ongoing assistance and participation of cultural entities
When creating Community Partnerships teacher need to:
· First and foremost recognise Indigenous events and peoples
· Organise visits and exchanges within communities, to show interest and respect
· Create a two way relationship, where your school reaches out to the community, and the community feels comfortable to reach out to your school
A Whole School Approach:
A whole school approach to integrating Aboriginal and Torres Strait Islander perspectives involves:
· Visits to communities or cultural centres
· Special projects that require cooperation and planning of specific cultural aspects
· The commemoration of significant events in Aboriginal History
· Teachers challenging their own viewpoints
· Students being exposed to the histories and cultures of Aboriginal and Torres Strait Islander people
To Embed Indigenous Perspectives in schools teachers and communities need to:
· Employ and work closely with Indigenous people and communities
· Share relevant resources
· Engage in professional development on a regular basis
· Establish the appropriate facilities e.g. outdoor classrooms, or feature Aboriginal art/ murals
· Value their partnerships, strengthening communication and ridding barriers
· Create hands-on experiences – these are most valuable
The Benefits for Indigenous Students:
Through an integration of Aboriginal and Torres Strait Islander Perspectives:
· Students self-esteem and confidence increases
· An equitable learning environment is created
Through understanding what you as an individual, and what your school holistically can do, a number of opportunities can be created in which Aboriginal perspectives are integrated and enhance the learning of Indigenous students.
Below are some FAQs about the integrated approach to Indigenous teaching, The answers were written by the Department of Education in WA, as seen
here; http://det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/apac/?oid=MultiPartArticle-id-9193776
What is the Aboriginal Perspectives Across the Curriculum (APAC) project?
APAC is a project that aims to broaden and deepen students' and teachers' understanding of Aboriginal cultures and ways of being. Teaching APAC will assist all students to be able to look at the world from an Aboriginal viewpoint and understand the different Aboriginal points of view on a range of
issues such as reconciliation, social justice and equality.
Why was APAC developed?
The APAC project has been developed to provide teachers and schools with a wide range of resources to enable them to improve the academic performance of Aboriginal students. It will also provide resources that will assist teachers to implement Aboriginal Studies in their classroom.
Guide for teachers:
Through integrating Aboriginal and Torres Strait Islander Perspectives in Schools teacher will:
· Become facilitators in learning
· Understand the various needs of all children in the classroom
· Have an awareness of the diversity of all children
· Need to be aware of myths and stereotypes
· Need to know what texts and resources are appropriate to use, and when
· Need to create partnerships with other schools and local communities, to ensure ongoing assistance and participation of cultural entities
When creating Community Partnerships teacher need to:
· First and foremost recognise Indigenous events and peoples
· Organise visits and exchanges within communities, to show interest and respect
· Create a two way relationship, where your school reaches out to the community, and the community feels comfortable to reach out to your school
A Whole School Approach:
A whole school approach to integrating Aboriginal and Torres Strait Islander perspectives involves:
· Visits to communities or cultural centres
· Special projects that require cooperation and planning of specific cultural aspects
· The commemoration of significant events in Aboriginal History
· Teachers challenging their own viewpoints
· Students being exposed to the histories and cultures of Aboriginal and Torres Strait Islander people
To Embed Indigenous Perspectives in schools teachers and communities need to:
· Employ and work closely with Indigenous people and communities
· Share relevant resources
· Engage in professional development on a regular basis
· Establish the appropriate facilities e.g. outdoor classrooms, or feature Aboriginal art/ murals
· Value their partnerships, strengthening communication and ridding barriers
· Create hands-on experiences – these are most valuable
The Benefits for Indigenous Students:
Through an integration of Aboriginal and Torres Strait Islander Perspectives:
· Students self-esteem and confidence increases
· An equitable learning environment is created
Through understanding what you as an individual, and what your school holistically can do, a number of opportunities can be created in which Aboriginal perspectives are integrated and enhance the learning of Indigenous students.