Assessment Task 2: Case Study
The American Institute for Research provides discussion guidelines based on cultural and linguistic competence. The primary goals for these guides are to help frame the discussions concerning cultural and linguistic competence and other related issues as well as availing resources to the individuals that work in City School Districts. However, cultural-linguistic competence is affected by demographic changes in terms of population composition that have implications in delivering education services to meet the needs of increasingly diverse populations of students. This paper, therefore, focuses on the case study of Southern Childcare Centre, as discussed below.
Assessment Task 2: Case Study
Developing cultural awareness comprises the first step in working with young individuals and their families. This aspect has not been covered in the conversation, thereby making the conversation to be incomplete. Developing cultural awareness involves learning about the norms, beliefs, values, and practices characterizing a given society or culture. Besides, the conversation between Nina is not aligned to the cultural competency made of various components like attitude towards cultural difference, knowledge of different cultural practices, and cross-cultural skills. Punctuation marks also play a vital role in a given conversation. However, the discussion between Nina, mother, and Danny does not follow grammatical rules. Therefore, the dialogue between Nina and the mother should be as follows.
Nina is very busy when at 2.30 the mother comes into the centre with her young son.
Nina: (smiles and makes eye contact) Hi, how are you?
Mother: (looking around the room) good.
Nina: Do you want to look at the centre?
Mother: Yes
Nina: I will take you straight through.
Nina takes the mother into the toddler room, and as she is busy, she leaves the mother with Danny, the room leader, to look around.
Danny: (asks the mother) does he like painting? Or reading books? Or going outside?
Mother: yes
Nina: (asks) how was it? Did you like the centre?
Mother: (while leaving) Yes.
Besides, Nina seems not to be interested in knowing the background of the child and even the health status of the child, and she quickly assumes her duty. She, therefore, left Danny and mother alone. As a competent student, I have noticed that the conversation between Nina and mother is incomplete and has not followed the cultural-linguistic competence. Danny’s statement concerning the new kid seems to be wrong since the statement lacked punctuation marks. As a hardworking student, I have also realized that a position in the kinship system establishes a relationship with others and the universe by prescribing responsibilities toward other individuals. Traditional kinship structure plays an essential role in various indigenous communities currently, hence will help in ensuring that an individual stays connected with SNAICC.
Assessment Task 3: Project
A brief outline of Aboriginal and Torres Strait Islander Culture before the European settlement
The history of Aboriginal people is traced back to 1788 before European Settlement. These people lived in almost all parts of Austria in a very different setting. These people indeed learned various ways of using the environment the way they were like in the desert, jungle, coast, river valleys, or grassland areas. Besides, these people lived in groups of families, hunted, gathered, and fished food together. Before the settlement of the Europeans, they were cultivating crops and rearing animals since they had a vast knowledge of their land. It is estimated that Aboriginal people were about 750,000 in 1788 when the British settlers began colonizing Austria. However, the settlement of the Europeans had a significant impact on ATSI people. These impacts included dispossession of the land, involvement in violence, exposure to new diseases, hence resulted in the death of many Aboriginal people. Racism also took its way as the Europeans discriminated Aboriginal people from various European services. The most immediate impact of European colonization was marked by a wave of epidemic diseases such as smallpox, influenza, and measles that annihilated diverse indigenous communities.
The colonization of the Aboriginal people by the Europeans had a significant impact in terms of health, hence leading to the need for cultural safety or rather health safety. Cultural safety is a concept that was initiated in the late 1980s, forming a framework for the delivery of more suitable health services. Cultural safety involves reflection on individual culture, attitude, and beliefs, developing trust, recognizing and avoiding stereotyping, and understanding the influence of cultural shock, among others. Cultural safety can be improved in various ways like express interest in the ethnic background of students, redirecting roles in the classroom from instructor to facilitator, and maintaining a strict level of sensitivity to language concern.
Development and conveying services to Torres and Strait Islander children, communities, and families seem to be a complicated job for the practitioners and policymakers. The task appears to be complicated since social problems are deeply entrenched, hence the need to be approached with considerations based on historical, community, social, and individual aspects. Therefore, educators who have respect for diversity and are culturally competent have a great understanding of histories, languages, cultures, and traditions. Services like child-rearing practices play a vital role. Thus developing a respectful relationship with parents, students, and the community comprises a key ingredient in becoming cultural competence.