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Working Together: Module 1 Introduction to Intercultural Teaching

and Learning Leadership

Module 1 - Working Together

Introduction to Intercultural Teaching and Learning Leadership

Contents

Introduction................................................................................................................................... 2

A Note on Terminology.................................................................................................................. 2

Learning Outcomes........................................................................................................................ 3

Module Topics................................................................................................................................3

General Program Overview............................................................................................................4

Background.................................................................................................................................... 4

Why Staff Teaching in Indigenous Cultures and Health need to be Intercultural Teaching and Learning Leaders............................................................................................................................ 5

The National Best Practice Framework for Indigenous Cultural Competency in Australian Universities.................................................................................................................................5

Leadership Models......................................................................................................................... 7

The Linking Worlds Intercultural Leadership Framework...........................................................7

The Academic Leadership Capability Framework.......................................................................8

Program Outcomes........................................................................................................................ 9

Reflective Journaling – An Important Tool for Developing Intercultural Leadership................11

Required Readings........................................................................................................................15

Additional Resources....................................................................................................................15

Reflective Journaling................................................................................................................ 16

References....................................................................................................................................16

Appendix 1: Reflective Journal Rubric for Indigenous Cultures and Health 130 - INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC.............................18

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IntroductionWelcome and we look forward to your participation in this ground-breaking intercultural leadership program titled Working Together. The aim of the program is:

to enable you to become confident in your leadership role to gain competencies so as to create educational environments which are respectful to

Aboriginal and Torres Strait Islanders, within an Aboriginal Terms of Reference to increase Aboriginal and Torres Strait Islander participation in higher education to improve health outcomes through ensuring services provide culturally safe care to increase the numbers of intercultural leaders

A Note on Terminology‘Intercultural’ and ‘leadership’: both these terms are contested and will be explored during the course of the program. You will be given the opportunity to reflect on your own ideas and discuss with others how they intersect with different views of leadership. You will also be introduced to Australian educators, Frawley et al. (2010) who have worked in remote settings with Aboriginal communities and developed a model of intercultural leadership, which will be discussed in the program.

In Working Together we have chosen to use the terms ‘Aboriginal’ and ‘non-Aboriginal’. Other terms we discussed included: Indigenous and non-Indigenous, Noongar and Wadjela, and Original Australian and non-Original Australian, among others. We came to our decision based on the:

respectful opinion of the local Aboriginal community, appropriate consideration of place, race, language and continuity suitable concerns regarding the delivery of this program

Therefore, when we are talking about ‘intercultural’ in the context of this program the focus is on Aboriginal and non-Aboriginal Australians.

The intercultural leadership program has been designed for both Aboriginal and non-Aboriginal academics. The overall aim is to provide a framework for educators to enable graduates’ to work confidently in an intercultural environment, so education and health outcomes for Aboriginal Australians can be improved. Specifically, it was developed for the intercultural academic leadership skills of staff involved in teaching and coordinating the Curtin University Indigenous Culture and Health 130 (ICH 130) unit, with the intention of improving the learning and teaching experiences for the annual intake of first year students in ICH 130 (approximately 2300) unit. It is believed that the program can be applied across a range of educational sectors which focus on improving outcomes for Aboriginal and Torres Strait Islanders.

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Learning OutcomesOn successful completion of this module, participants will:

consider a range of ways to articulate identity and shared history recognise the importance of intercultural leadership and why as intercultural leaders you

are agents of change understand the importance of Aboriginal perspectives within higher education explore intercultural leadership capabilities appreciate and utilise reflection and journal writing practices Realise that many national bodies recognize the need and call for intercultural leadership

practices

Module TopicsIn this first module, we will introduce you to Working Together and its learning outcomes. We will discuss the general concepts of ‘intercultural’ and ‘leadership’, then locate them in the broader theoretical context and learn how to apply them in practice. The program is experiential and interactive, and key elements involve reflecting on your own experiences and understandings of leadership, capturing, through journal writing, how and why such experiences have influenced you. The activities will require you to work individually and in small groups to critically reflect on how your own experiences intersect with broader theoretical constructs of intercultural leadership within the university context.

This module gives a general overview of the program and introduces the need for intercultural teaching and learning leadership and specifically, the module discusses why teaching staff are intercultural teaching and learning leaders and agents of change. We will also discuss the optimum ways in which to enhance intercultural leaders’ capacity by use of experiential learning, and reflection tools.

We will examine intercultural teaching and learning leadership and the role of teaching staff developing Aboriginal cultural competence in the higher education environment and introduce some concepts for aiding leadership development.

Module topics include:

Program Overview Background Why Staff Teaching in Indigenous Cultures and Health Need to be Intercultural Teaching

and Learning Leaders Leadership Modules Program Outcomes Reflective Journaling

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General Program OverviewThis program for intercultural teaching and learning leaders is about improving your effectiveness in your role, and to assist you to become more self-aware that much of what you do can be considered leadership. In order to do this, you need to learn about:

critical race and cross-cultural learning theories in a (post)colonial context intercultural educational principles as well as leadership concepts self-care and resilience for teaching in the intercultural space working collaboratively with students and colleagues in an intercultural context

Some of you will find this program exciting and quite invigorating, others will find it a bit challenging because you may realise a need for personal change in order to become a competent, and therefore, a confident intercultural leader. However, you will find the development strategies in this program, and the peer learning gained from interacting with Aboriginal and non-Aboriginal colleagues in the same role, helpful in easing you through those challenges. In the end, you will gain considerably by having a closer look at the following:

intercultural leadership and its relationship to teaching and learning interpersonal and intrapersonal communication strategies for self-care and resilience for teaching in the intercultural space theories of intercultural learning principles of cultural safety, cultural security, cross-cultural awareness and cultural

competence positions within racial identity models intercultural conflict management and managing ‘resistance’ problem solving models and strategies to build influence and support a shift to an

intercultural space initiating and facilitating intercultural learning Strategies for responding to changing and unfamiliar circumstances and, how intercultural

teaching and learning leadership translates to leadership in other contexts.

BackgroundThere are significant drivers to ensure universities engage better with Aboriginal issues and include (but are not restricted to) Recommendation 30 of the Bradley Review of Higher Education (2008). The review emphasises the urgent need for improvements in education access and outcomes for Indigenous people. Another driver is the 2012 Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People (in response to Recommendation 30 and led by Professor Larissa Behrendt). Importantly, part of the terms of reference for the Review is the recognition for the equivalence of Aboriginal knowledge in the higher education sector, an approach that underpins this project.

Current research confirms that Aboriginal Australians bear the brunt of the legacy of colonisation and that institutional and interpersonal racial discrimination have a profound effect on outcomes for Aboriginal and Torres Strait Islanders. Larson et al. argue that “Increasing our understanding of the ways that Aboriginal people experience racism and the pathways through which those experiences have an impact on health is essential if there are to be any lasting improvements” (2007, p.328). One approach that emerged from the United States was Critical Race Theory, a

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body of scholarship that interrogates the discourses, ideologies, and social structures that produce and maintain conditions of racial injustice (Hatch 2008; See also Singleton & Linton, 2006). The approach in our program is one of decolonisation, the aim of which is to revalue and bring forward that which has been so profoundly and systematically devalued (Dudgeon & Fielder, 2006) so Aboriginal cultures, knowledge and language can exist legitimately and safely (Battiste, 1996). The notion of ‘whiteness’ within the context of the mainstream Anglo-Australian culture is reflected on and interrogated as a specific form of privilege where discriminatory practices are acknowledged and challenged to improve practice and strengthen Aboriginal/non-Aboriginal relationships to be more equitable and respectful (Moreton Robinson, 2009; Pease, 2011).

Given the well documented health disparities between Aboriginal and non-Aboriginal Australians (Pink & Albon, 2008), in 2008 Curtin was the first university to develop and implement a Reconciliation Action Plan (RAP) and committed to closing the gap in health between Aboriginal and non-Aboriginal Australians. Part of the RAP commitment was to Indigenise Curtin’s curriculum and as part of the RAP the Faculty of Health Science introduced ICH 130 across the Faculty’s 19 disciplines. This Intercultural Leadership workshop is modelled on the successful intercultural leadership demonstrated by Curtin’s School of Nursing and Midwifery (SONM) and the Centre for Aboriginal Studies (CAS), and was recognised in 2010 with the Australian Teaching and Learning Council Neville Bonner Award, suggesting a proven framework for engaging in the intercultural space.

Working in this intercultural space can, nonetheless, be uncomfortable and confronting. Nakata (2007) reasons that the cultural interface is the contested space between two knowledge systems where things are not clearly black or white, Aboriginal or Western. Histories, politics, economics, multiple and interconnected discourses, social practices and knowledge technologies come together in this space and influence how we all come to look at the world, how we come to know and understand our changing everyday realities, and how and what knowledge we bring into practice in our daily lives (Nakata, 2007). This suggests a rich and productive, if somewhat challenging, space to explore intercultural leadership.

Why Staff Teaching in Indigenous Cultures and Health need to be Intercultural Teaching and Learning Leaders

The National Best Practice Framework for Indigenous Cultural Competency in Australian Universities

Universities Australia collaborated with the Indigenous Higher Education Advisory Council and the Department of Education, Employment and Workplace Relations (DEEWR) to develop a best practice framework for embedding Indigenous cultural competency in Australian universities. This Framework for Indigenous Cultural Competency in Australian Universities (p.3) is:

“founded upon the premise that a fundamental pre-condition for the development of Indigenous cultural competence and long-term sustainable change is a sector-wide commitment to:

the review and implementation of appropriate accountability and reporting structures, policies and procedures

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cultural competency training of university staff increasing institutional engagement with Indigenous communities and organisations Indigenisation of the curriculum within sound pedagogical frameworks pro-active provision of support and services to Indigenous students and staff and, the widening of Indigenous involvement in the life and governance of the university

through the inclusion of Indigenous cultures and knowledge as a visible and valued part of university life and decision-making.” (Universities Australia, 2011, p.3)

The Framework includes five guiding principles which relate to the themes of:

1. University governance – Aboriginal people should be actively involved in university governance and management

2. Teaching and learning –all graduates of Australian universities should be culturally competent

3. Indigenous research - research should be conducted in a culturally competent way that empowers Aboriginal participants and encourages collaboration with Aboriginal communities

4. Human resources - Aboriginal staffing should be increased at all appointment levels and, for academic staff, should cover a wider variety of academic fields; and

5. Community engagement - universities should operate in partnership with local Aboriginal communities and should help disseminate culturally competent practices to the wider community (Universities Australia, 2011, p.5-24).

In order to achieve the aims of the Framework, and given the lack of education historically provided to university students and academics on Aboriginal history, culture and knowledge, there is an urgent need to improve the cultural competency of academic staff, particularly in relation to culturally sound pedagogies for teaching both Aboriginal and non-Aboriginal students. In providing intercultural leadership practices it is hoped that university graduates will leave having gained the knowledge, skills and attributes of Aboriginal cultural competency and thereby help to close the gap of disparity for Aboriginal people.

Extending the concept of cultural safety from a health delivery context to higher education, by developing academic leaders capable of understanding and creating more culturally appropriate learning environments for Aboriginal and Torres Strait Islander students, results in more positive education and health outcomes. The provision of intercultural leadership will assist non-Aboriginal students to attain cross-cultural awareness and develop an understanding of cultural safety and, crucially create an attractive and affirming work environment for Aboriginal and Torres Strait Islander educators. The involvement of more Aboriginal academic leaders will support Aboriginal student learning, build the capacity of staff to Indigenise curriculum and generally improve Aboriginal cross-cultural awareness by increasing the number of academic cultural knowledge-holders.

If the objectives for better outcomes for Aboriginal people are to be realised, we need more staff members to attain intercultural leadership capabilities in order to achieve the outcomes referred to in the Universities Australia’s best practice framework.

Please note: The Universities Australia (2011) document is listed as required reading and a hardcopy is in your folder.

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Leadership Models

In this program we conceptualise leadership development from two perspectives:

i. the Linking Worlds Research Project (Frawley et al., 2010), which identified the skills, knowledge and attributes required to be an effective leader in intercultural education. The Project emphasises the need for non-Aboriginal staff to learn to be intercultural teachers and leaders as well as the needs of the system to work interculturally for both Aboriginal and Western outcomes. Both Aboriginal and non-Aboriginal people must be willing to step into this intercultural world (the intercultural space) where new leadership practices can be learned and are required. (Frawley et al., 2010, p .1)

ii. the Academic Leadership Capability Framework (Scott et al., 2008) which considers the capabilities required for effective leadership

There are many different theories on leadership, models and styles. Daniel Goleman, an international expert on leadership, has found that the more leadership styles a leader demonstrates, the more likely they are to create a positive climate and better outcomes (Goleman, 2000). Aboriginal leadership is another form of leadership which, although contested, provides an alternative to Western leadership frameworks; an understanding of Aboriginal leadership is highly relevant to this intercultural space (Foley, 2010).

The Linking Worlds Intercultural Leadership FrameworkIn the Linking Worlds’ model, teaching leadership for intercultural capabilities is achieved through the development of five key capabilities designed to integrate values and culture into decision making. The capabilities are:

i. Personal capabilities—a sense of self within an intercultural world and development of self-reflection in relation to teaching and learning and the community which guides their work

ii. Relationship capabilities—the ability to nurture intercultural relationships between staff and students

iii. Professional capabilities—the development and application of personal skills to be effective in unfamiliar and changing circumstances; in particular the ability to exercise good judgement when faced with contested values and application of ethical principles in complex situations

iv. Organisational capabilities—ability to respond to complex situations with confidence and to actualise skills and abilities

v. Intercultural capabilities—which are founded in the pedagogy of intercultural teaching and permeate through the other capabilities and enable individuals to work within intercultural overlaps creating opportunities for real engagement and conversation between teaching staff, students and community members (Frawley et al., 2010, p.14).

In a Western context, these capabilities most closely align with exceptional interpersonal skills and emotional intelligence.

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The Academic Leadership Capability FrameworkScott et al. (2008) identified key capabilities and competencies required for effective academic leadership in a conceptual framework as shown in the figure below.

Competence includes:

relevant skills and knowledge that are delivered to a set standard in a specific context ability to deliver/perform ability to deliver set tasks in specific and relatively predictable situations a focus on the present and working productively and efficiently in situations that are unstable

Capability includes:

the ability to figure out when and when not to deploy these competencies and a capacity to refine, update and develop them

the ability to learn creativity the ability to deliver new approaches in complex, uncertain situations a focus on the future working productively with instability and change

Figure 1: Academic Leadership Capability Framework (Scott et al. 2008, p.18)

Scott et al. (2008) suggest all five dimensions are necessary for effective teaching and learning leadership. Personal and interpersonal capabilities focus around emotional intelligence and being able to manage one’s emotional reactions to uncertainty and discomfort – a key attribute for teaching and leading in intercultural contexts.

Personal Capabilities include; commitment to teaching and learning excellence and wanting to achieve the best outcome (leading by example and taking responsibility for intercultural teaching and learning and outcomes, being determined, pitching in when things are not working out as anticipated); self-regulation (deferring judgement and not jumping in too quickly to resolve a problem), understanding one’s personal strengths and limitations, being willing to learn from mistakes, bouncing back from adversity, maintaining a good work-life balance, remaining calm

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under pressure or when one’s racial identity is challenged, and decisiveness (being willing to take hard decisions, confidence to take calculated risks, tolerating ambiguity and having integrity).

Interpersonal Capabilities include; attributes of empathising and working productively with students, staff and community members from a wide range of backgrounds, listening to differing points of view before making a decision, developing and contributing positively to teams, being transparent and honest in dealings with others, and influencing people’s behaviour and decisions in effective ways (working with Aboriginal community members and very senior people including internal and external stakeholders without being intimidated, motivating others to achieve positive outcomes, working constructively with people who are ‘resistors’ or are over enthusiastic, developing and using networks of Aboriginal and non-Aboriginal colleagues to solve problems, and giving and receiving constructive feedback to/from work colleagues and others).

Cognitive Capabilities include a leader’s capacity to diagnose accurately what is happening in an intercultural context and taking action, recognising how seemingly unconnected activities are linked, recognising patterns in complex situations, identifying from a mass of information the core issue or opportunity in any situation, developing strategy (identifying and acting on an opportunity for a new direction, assessing consequences of alternative courses of action, using previous experience to figure out what’s going on when the unexpected occurs, thinking creatively and laterally, having clear, justified and achievable directions, seeing the best way to respond to a difficult intercultural situation, setting and justifying daily work priorities, determining whether the intercultural problem is worth addressing in detail and then having the ability to match an appropriate course of action to this diagnosis), flexibility and responsiveness (making sense of and learning from experience, adjusting a plan of action in response to intercultural issues which arise during implementation of a course of action, knowing that there is never a fixed set of steps for solving intercultural problems).

Generic and Role-specific Competencies include learning and teaching knowledge (understanding how to develop and deliver an effective intercultural learning experience, having a high level of current knowledge of what engages university students in productive learning, understanding how to design and conduct an evaluation of intercultural learning, understanding how to successfully implement a new intercultural teaching and learning initiative, being on top of current developments in intercultural teaching and learning, knowing how to identify and disseminate good intercultural learning and management practice across the area); understanding university operations (risk management and litigation, industrial relations issues and processes, helping staff learn to deliver necessary changes effectively, chairing meetings effectively, sound administrative and resource management skills), good self-organisation skills (managing one’s own professional learning and development, using IT effectively to communicate and perform key work functions, organise work and effective time management, present effectively to a range of different groups).

Program OutcomesCross-cultural education is a specialised area in learning and teaching which requires particular skills as “cross-cultural learning and identity development are complex processes that involve many factors such as age, gender, ethnicity, race, social-class, and sexual orientation” (McAllister and Irvine, 2000, p.6). Furthermore, given Australia’s dominant historical discourse and the failure of school curriculum to adequately represent an Aboriginal perspective on the “settlement” of

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Australia and its creation as a nation state, the teaching of Aboriginal Australian culture and health presents multiple challenges. As students are introduced to an Aboriginal “version” of Australian history, they move through various stages of cross-cultural awareness and development as they recognise their culturally specific world view, biases, ethnicity and associated privilege (Helms, 1990). This teaching has a significant level of emotional labour for Aboriginal and non-Aboriginal staff and this is particularly so for Aboriginal academics whose own identity and value is under attack with racist (whether intentional or not) remarks as students move along the cross-cultural continuum (Behrendt, 1996). As a result, Aboriginal academics often feel most comfortable teaching within Aboriginal studies centres (Page & Asmar, 2008). In order to support and increase numbers of academics willing to teach in an intercultural setting there needs to be a scaffolded approach to building confidence, resilience and leadership capacity.

Within Aboriginal Terms of Reference*, as a result of this program participants will be able to:

1. Apply the principles of critical race and cross-cultural learning theories in a colonial context

2. Determine what leadership capabilities are required to facilitate Intercultural learning, what best practice is, and the nature and level of commitment required

3. Work confidently and collaboratively with colleagues and students in an Intercultural context

4. Develop strategies for self-care and resilience for teaching in the intercultural space

5 Develop and implement plans for improving intercultural teaching and learning

6. Recognise the intercultural leader’s role as an opportunity to enhance career prospects

* Aboriginal Terms of Reference (ATR) is discussed in more detail in later Modules

The Working Together Program is structured around six modules and each module explores one of these roles in relation to intercultural teaching and learning leadership.

Module 1 - Introduction to intercultural teaching and learning leadership

Module 2 – Mindfulness

Module 3 - Intercultural skills for facilitating learning

Module 4 - Relationship and personal skills for intercultural leadership

Module 5 - Professional skills for intercultural leadership

Module 6 - Organisational skills for intercultural leadership

The Working Together Program uses an experiential learning model (Kolb, 1984) which is a four-stage cycle that involves:

1. Having an experience2. Reflecting upon that experience3. Making conclusions from the reflection and the experience4. Creating a new application for subsequent experiences

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Figure 3: The Experiential Learning Model

The experiential learning cycle is a useful model to follow to help you maximise your learning in this program and your on-going development as an intercultural teaching and learning leader. As you work through the experiences in this program and apply them to the intercultural teaching and learning setting, take time to reflect on them. This can be done more strategically by noting key learning outcomes and questions in a reflective journal.

Gaither (2004) proposes that leadership development is a continuous experience which requires multiple opportunities for practice, and that ‘mistakes’ are learning opportunities which are an important part of leadership development.

We trust that you will apply the principles of the experiential learning cycle. By implementing the learning process from this program with reflective journaling practice you can expect positive changes in your intercultural teaching and learning leadership.

Reflective Journaling – An Important Tool for Developing Intercultural LeadershipThis section is adapted from The Centre for Learning and Teaching at the University of Technology Sydney (http://www.clt.uts.edu.au/Scholarship/Reflective.journal.htm )

Reflection, Evaluation and Documentation

Reflection and evaluation, the consideration of evidence, the determination of its validity is the central ingredient of leadership. Engaging in open and collaborative discussion about our work with a peer, and regularly writing up our learning in a journal or log book, is a process that will enable us to become reflective teachers. The journal is parallel to the field book or laboratory notes of the scientist. We not only record what happened or what was observed but in addition a tentative hypothesis or the development of new understanding can be recorded, or writing can help to make a new sense of phenomena. Reflective writing has the potential to provide us with a

Experience

Debriefing

Concluding

Application

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systematic approach to our development as a reflective, critical and constructive intercultural leader. A journal can provide an opportunity to make explicit our position on a range of issues of personal significance.

Used effectively, reflective writing will support you to make a personal sense of a diverse set of experiences, and this is particularly important when intercultural leadership learning is to be incorporated into every day practice. A reflective journal assists the reflective process. We ask students to keep a reflective journal during the semester and a rubric outlining the expectations on pages 15-17 of this module may also help to guide your reflections.

The benefits of regular reflective writing

Reflective writing enables the documentation of experiences, thoughts, questions, ideas and conclusions that signpost our learning journey. A scholarly approach to intercultural leadership requires critical inquiry into practice and into learning; change and improvement result after reflection, planning and action. Keeping a journal develops this as part of everyday practice.

Scholarly intercultural teaching involves an appreciation of the teaching and learning process and the ability to intervene purposefully and positively in the learning experience. Reflective writing provides an opportunity to think critically about what you do and why. It provides

a record of events and results and your reactions to them data on which to base reflective discussion an opportunity to challenge yourself and what you do and to free you to do it differently

and better impetus to take action that is informed and planned the means to develop a personal philosophy of intercultural teaching and learning

leadership an opportunity to view intercultural teaching objectively and not see all problems as

personal inadequacy an enrichment to your classroom because you are prepared to innovate increased confidence through increased insight which enables you to trust students and

colleagues basic documentation to support future entries in your teaching portfolio and for job

applications etc.

Shaping the journal to suit you

Learning occurs when you take in information, think about it, make sense of it, and fit it in with what you already know. This may mean changing what you already know, or by rejecting the new information confirming your older knowledge. Learning also requires that you can see how to apply new information and where to apply it. This requires careful consideration before action. Writing about what you do and have learnt, disciplines you to become more thoughtful, reflective and analytic. The form your writing takes is up to you. Some possible structures and ideas to help you get started are outlined below.

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Your journal could be structured:-

as a personal learning journey;, tracking and documenting an evolving understanding of intercultural teaching and learning in higher education

in terms of issues, an example might be the integration of your own learning into a personal intercultural teaching and learning strategy

a critical reflection on a staff development activity Whatever structure you choose (and it might well be a mix of all of these), your writing

needs to demonstrate active and reflective engagement in the issues and ideas you encounter.

Ideas for getting started on reflective writing:

1. Use an Agenda

What is the current problem or issue? Describe the context What additional information would be useful? How is it related to other issues? Who or what could help? What are my racial/intercultural assumptions? How can I test them? What can I do to create a change? Be as adventurous as you can What are the possible outcomes of these? What action will I take? Why? List the outcomes you hope to achieve Reflection on the actual outcome - What worked well?

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2. Focus on the experience

Take something you have read in the literature on intercultural teaching and learning, or take something that occurred as part of your activities undertaking this program and use the following questions to guide your reflection:

How does this connect with an aspect of my practice? What are the intercultural teaching and learning leadership principles that are involved? What could I change in relation to this? What would happen if I did? What could I do differently next time? I think… X reminded me of… X made me think about … I wonder … X made me feel …. If … then … I felt …. When I (saw, heard, said…) … I felt … I believe…. At first I … but now …

3. Focus on a critical incident that took place in your classroom.

Describe the incident as objectively as possible What were the racial/intercultural assumptions that you were operating with? Is there another way to see this event? How would your students or Aboriginal/non-Aboriginal colleagues explain this event? How do the two explanations compare? What could you do differently?

4. Taking stock of my learning

What is the most important thing I have learnt about student learning in an intercultural context?

What is the most important thing I have learnt about my teaching in an intercultural context?

What is the most important thing I have learnt about my students in an intercultural context?

How can I use my learning to improve student learning in my classes?

And from time to time...

What has using this journal confirmed that I already know about my students’ learning and how I effect that?

What do I need to do to improve the quality of what I do? What might I do instead of what I do now? What innovation could I introduce? What professional development activities should I be seeking?

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Required ReadingsUniversities Australia (2011): Guiding Principles for Developing Indigenous Cultural Competency in Australian Universities. Available at: http://www.universitiesaustralia.edu.au/lightbox/1313

Foley, G. (2010). Can we educate and train Aboriginal leaders with our tertiary education systems? Australian Journal of Indigenous Education, 39, 138-150.

Additional ResourcesVincent Lingari

http://www.indigenousrights.net.au/person.asp?pID=970

http://www.freewebs.com/juswhe/files/Lingiari.pdf

Carolup Art

http://www.couriermail.com.au/entertainment/childrens-view-of-the-world/story-e6freq7f-1225710400852

http://www.tjyllyungoo.com.au/pages/carrolup-art-still-inspires

http://www.abc.net.au/tv/messagestick/stories/s1668994.htm

Bradley D (2008). Review of Australian Higher Education. Available at http://www.deewr.gov.au/HigherEducation/Review/Pages/default.aspx

Paul Keating Redfern Speech:

http://www.antar.org.au/issues_and_campaigns/selfdetermination/paul_keating_redfern_speech

Indigenous Teaching at Australian Universities: Developing research-based exemplars for good practice

http://www.indigenousteaching.com/html/exemplars_index.htmlThe resources on this website are designed for anyone involved in Indigenous teaching in Australian Universities or beyond and includes:

Teaching exemplars based on research interviews Materials from a 2009 Forum on Indigenous Learning & Teaching Supporting resources 15 approaches to Indigenous teaching

They define 'Indigenous teaching' broadly as:

both Aboriginal and non-Aboriginal staff who are teaching Aboriginal students; or teaching Indigenous curriculum to non-Aboriginal students

Curtin University Reconciliation Action Plan 2009-2013. Available at: http://about.curtin.edu.au/409.htm

Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People (2012) – Led by Professor Larissa Behrendtwww.innovation.gov.au/HigerEducation/IndigenousHigherEducation/ReviewofIndigenousHigherEducation/Pages/default.aspx

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Reflective JournalingBallantyne, R & Packer, J. (1995). Making Connections: Using Student Journals as a Teaching/Learning Aid, HERDSA ACT.

Boud, D; Keogh, R; & Walker, D, (1995). Reflection: Turning Experience into Learning, Kogan Page, London.

Brookefield, S. D. (1995). On Becoming a Critically Reflective Teacher, Jossey Bass, San Francisco.

Schon, D. (1987). Educating the Reflective Practitioner; Jossey Bass, San Francisco.

ReferencesBattiste, M. (1996, Sept/Oct). Indigenous knowledge and research: Enabling the autumn seed.

Paper presented at the Contemporary Issues in Aboriginal and Torres Strait Island Studies. 6th National Conference University of Technology, Sydney.

Behrendt, L. (1996). “At the back of the class. At the front of the class: experiences as an Aboriginal student and Aboriginal teacher.” Feminist Review, 52, 27-35.

Dudgeon, P., & Fielder, J. (2006). Third spaces within tertiary places: Indigenous Australian studies. Journal of Community & Applied Social Psychology, 16, 396-409

Foley, G. (2010). Can we educate and train Aboriginal leaders with our tertiary education systems? Australian Journal of Indigenous Education, 39, 138-150.

Frawley J, Fasoli L, D’Arbon T, Ober R. (2010). The linking world’s research project: Identifying intercultural educational leadership capabilities. Leading and Managing 16(1) 1-15

Gaither (2004). Developing Leadership Skills in Academia. Academic Leadership, 2(1).

Goleman, D. (2000). Leadership that gets results. Harvard Business Review. March-April, 2000.

Reprint R00204

Hatch A. (2007). “Critical Race Theory” in The Blackwell Encyclopedia of Sociology Online, ed.

George Ritzer. London: Blackwell.

Helms, J. (1990). Black and White Racial Identity: Theory, research and practice. New York: Greenwood.

Kolb, D. (1984). Experiential Learning: experience as the source of learning and development.

Englewood Cliffs, NJ: Prentice Hall.

Larson, A., Coffin, J., Gilles, M., & Howard, P. (2007). It's enough to make you sick: the impact of racism on the health of Aboriginal Australians Australian & New Zealand Journal of Public Health, 31(No.4), 322-328.

McAllister, G., & Irvine, J. (2000). Cultural competency and multicultural teacher education. Review of Educational Research, 70(1), 3-24.

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Moreton Robinson, A. (2009). Talkin’ up to the white woman. Brisbane: University of Queensland Press.

Nakata, M. (2007). The cultural interface. The Australian Journal of Indigenous Education, 36(Supplement), 7-22.

Page, S. & Asmar, C. (2008). Beneath the teaching iceberg: exposing the hidden support

dimensions of Indigenous Academic Work. The Australian Journal of Indigenous Education.

37(Supplement), 109-117

Pease, B. (2010). Undoing privilege: Unearned advantage in a divided world. London: Zed Books.

Pink, B., & Allbon, P. (2008). The health and welfare of Aboriginal and Torres Strait Islander people (ABS Catalogue 4704.0 AIHW Catalogue No. IHW 21). Canberra.

Scott, G. et al (2008) Learning Leaders in times of change: Academic Leadership Capabilities for Australian Higher Education, University of Western Sydney and Australian Council for Educational Research. www.acer.edu.au/documents/UWSACER_CarrickLeadershipReport.pdf

Singleton, G., & Linton, C. (2006). Courageous conversations about race. Thousand Oaks, California: Corwin Press.

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Appendix 1: Reflective Journal Rubric for Indigenous Cultures and Health 130 - INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC

Student Name: ……………………………………………………………………. Student Number: …………………………………………

Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.) - (Assoc. of American Colleges and Universities contact [email protected])

Capstone 5 marks 4 marks Milestones 3 marks Benchmark 2 - 1 mark Total /25

KnowledgeCultural self- awareness

Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in self-description.)

Recognizes new perspectives about own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.)

Identifies own cultural rules and biases (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others.)

Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.)

KnowledgeKnowledge of cultural worldview frameworks

Demonstrates sophisticated understanding of the complexity of elements important to members of Indigenous cultures in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates adequate understanding of the complexity of elements important to members of Indigenous cultures in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates partial understanding of the complexity of elements important to members of Indigenous cultures in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates surface understanding of the complexity of elements important to members of Indigenous cultures in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

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SkillsEmpathy & Communication

Interprets & articulates intercultural experience from the perspectives of own and more than one worldview and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group.

Recognizes intellectual and emotional dimensions of more than one worldview and sometimes uses more than one worldview in interactions.

Identifies components of other cultural perspectives but responds in all situations with own worldview

Views the experience of others but does so through own cultural worldview.

AttitudesCuriosity

AttitudesOpenness

Asks complex questions about other cultures, seeks out and articulates answers to these questions that reflect multiple cultural perspectives.

Initiates and develops interactions with culturally different others. Suspends judgment in valuing her/his interactions with culturally different others

Asks deeper questions about other cultures and seeks out answers to these questions.

Begins to initiate and develop interactions with culturally different others. Begins to suspend judgment in valuing her/his interactions with culturally different others.

Asks simple or surface questions about other cultures.

Expresses openness to most, if not all, interactions with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, and is aware of own judgment and expresses a willingness to change.

States minimal interest in learning more about other cultures.

Receptive to interacting with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, but is unaware of own judgment.

Reflection Reviews prior learning (past experiences inside and outside of the classroom) in depth to reveal significantly changed perspectives about educational and life experiences, which provide foundation for expanded knowledge, growth, and maturity over time.

Reviews prior learning (past experiences inside and outside of the classroom) in depth, revealing fully clarified meanings or indicating broader perspectives about educational or life events.

Reviews prior learning (past experiences inside and outside of the classroom) with some depth, revealing slightly clarified meanings or indicating somewhat broader perspectives about educational or life events.

Reviews prior learning (past experiences inside and outside of the classroom) at a surface level, without revealing clarified meaning or indicating a broader perspective about educational or life events.

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Reflective Journal Summary Rubric for Indigenous Culture and Health 130 - INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC(Assoc. of American Colleges and Universities contact [email protected])

Capstone 5 Milestone 4 Milestone 3 Benchmark 2 - 1 Total /25

SkillsCommunication

Articulates a complex understanding of cultural differences in communication (e.g., demonstrates understanding of the degree to which people use direct/indirect and explicit/implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences.

Recognizes and participates in cultural differences in verbal and nonverbal communication and begins to negotiate a shared understanding based on those differences.

Identifies some cultural differences in verbal and nonverbal communication and is aware that misunderstandings can occur based on those differences but is still unable to negotiate a shared understanding.

Has a minimal level of understanding of cultural differences in verbal and nonverbal communication; is unable to negotiate a shared understanding.

Transfer Makes explicit references to previous learning and applies in an innovative (new and creative) way that knowledge and those skills to demonstrate comprehension and performance in novel situations.

Makes references to previous learning and shows evidence of applying that knowledge and those skills to demonstrate comprehension and performance in novel situations.

Makes references to previous learning and attempts to apply that knowledge and those skills to demonstrate comprehension and performance in novel situations.

Makes vague references to previous learning but does not apply knowledge and skills to demonstrate comprehension and performance in novel situations.

Format Provides succinct summary of Reflective Journal, articulating journey & encapsulating essential key concepts

Provides complex summary of Reflective Journal with strong reference to key concepts

Provides comprehensive summary of Reflective Journal with some reference to key concepts

Provides basic & fragmented summary of Reflective Journal entries

Application of knowledge

Articulates the application of knowledge and key concepts to inform practice as a health professional working in an intercultural context

Recognises the significance of applying key concepts as a health professional working in an intercultural context

Identifies some key concepts that can be applied as a health professional working in an intercultural context

Makes vague or no reference to applying key concepts as a health professional working in an intercultural context

Degree of Reflection(Kember et al)

Critical Reflection demonstrated throughout

Reflection demonstrated throughout

Understanding of content demonstrated throughout

Non-Reflection evident

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