School of Teacher Education Learning and Teaching Committee 2010 – 2011 Presented by: SOTE Learning and Teaching Committee 14 th July, 2010

SOTE Learning and Teaching Committee 2010 – 2011 plan 1. Promote and recognise good practice in learning and teaching 2. Create a more accessible and effective learning environment 3. Strengthen partnerships with the professions and industry in learning and teaching From Charles Sturt University - Faculty of Education 2010 Operational Plan – Draft Learning and Teaching Plan

Faculty of Education Learning and Teaching 2010 – 2011 plan 1. Promote and recognise good practice in learning and teaching a: Increase staff engagement in the scholarship of learning & teaching b. Increase engagement with course, subject and teaching quality data c: Enhance understanding of issues related to Indigenous education and perspectives, both nationally and internationally, to enact with integrity the University’s Indigenous Education Strategy d: Support academic and sessional staff in maintaining and improving the quality of their teaching and subject and course development e: Provision of flexible and accessible teaching and learning opportunities for international students via onshore study, distance education, offshore campuses and transnational education partnership offerings f: Support for the mobility of students and staff and development of opportunities for international experiences and understanding g: Provision of distinctive and inclusive teaching and learning for international students studying at CSU in Australia 2. Create a more accessible and effective learning environment a: Continue to work towards the adoption of teaching and learning processes that maximise both flexibility and quality in on campus, distance and blended mode courses. 3. Strengthen partnerships with the professions and industry in learning and teaching

School of Teacher Education Learning and Teaching 2010 – 2011 plan Cu l tural Competence CSU Indigenous strategy Internationalisation Ethics and global citizenship Transitions Project First Year Experience Oweek Innovative Teaching and Learning FLIEFPI Information technology and digital literacy

Cultural Competence What is it that we are looking for?

Defining Cultural Competence What is “culture”? Thus, what is “cultural competence”?

Some existing definitions ‘"Culture" refers to integrated patterns of human behavior that include the language, thoughts, actions, customs, beliefs, and institutions of racial, ethnic, social, or religious groups.’ ‘"Competence" implies having the capacity to function effectively as an individual or an organization within the context of the cultural beliefs, practices, and needs presented by patients and their communities.’ 'Cultural and linguistic competence is a set of congruent behaviors, knowledge, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations.’ The model of cultural competence described in this document is based on the definition derived from Cross (1989, quoted in American Association of Medical Colleges, 2005, p. 1).

Some existing definitions Cultural competence Alongside the concept of cultural inclusivity the NSW DET has given great emphasis to the concept of cultural competence. In writing on this matter I noted that “in defining cultural competencies the NSW DET states that this concept aligns with “… a set of congruent behaviours, attitudes and policies that come together in a system or agency for professionals to work effectively in cross cultural situations” (NSW DET, 2008, p.11)” (Williams, 2010, p. 26). In thinking about this statement, I observed that “the cross-cultural aspect is all important... because it infers that teachers must develop the knowledge and skills to look beyond their own socio-cultural predisposition” (Williams, 2010, p.26). In taking this on board I moved on to state that:- cultural competence fuses cultural awareness and cultural inclusivity... because cultural competence is the logical outcome of awareness and inclusivity as agents of change. Cultural competence can be understood as a goal or a destination that teachers attempt to reach as part of their professional development. As a professional destination cultural competency creates an educative platform where knowledge and skills are brought together for the generation of new innovative, culturally responsive modes of teaching and learning. (Williams, 2010, p.26) Williams, S. (2010). Key definitions (pp. 6-8). EEB419 Education Studies: Indigenous Studies Modules Bathurst: Charles Sturt University.

Developmental Model of Cultural Competence

Cultural incompetence: Lack of knowledge of the cultural implications of health behaviour Cultural knowledge: Learning the elements of culture and their role in shaping and defining health behaviour Cultural awareness: Recognizing and understanding the cultural implications of behaviour Cultural sensitivity: The integration of cultural knowledge and awareness into individual and institutional behaviour Cultural competence: The routine application of culturally appropriate health care interventions and practices. Cultural proficiency: The integration of cultural competence into one's repertoire for scholarship (e.g., practice, teaching, and research). At the organizational level, cultural proficiency is an extension of cultural competence into the organizational culture. For the individual and the institution, it is mastery of the [five preceding] phases of cultural competence development."

Defining Cultural Competence Now, has our idea of “cultural competence” changed? What is cultural competence for SoTE? What are the implications for SoTE? What are the challenges facing us?