PSC ALLIANCE Session 3: Cultural Competence and Inclusion

Session Overview Reflection on previous sessions Conversation 1: Meanings of culture Conversation 2: Relationships and cultural competence Conversation 3: Practices for cultural inclusion: Supporting respectful ways of working Summing up and planning for next session 2

Aims and Learning Outcomes Aim : Extend understandings of support for cultural inclusion Learning outcomes: – Develop shared understandings of the meanings of culture and cultural competence – Recognise the role of relationships in developing and expressing cultural competence – Identify ways for ISF to support services and educators in developing more culturally inclusive practices 3

Conversation 1: Meanings of Culture Cultural diversity and understandings about culture 4

Australian Cultural Context Indigenous Australians – Aboriginal and Torres Strait Islander Culturally and linguistically diverse – Maori, Pasifika, Australian South Sea Islander – Other immigrant e.g. Indian, Chinese Refugee ( e.g., Iranian, Sudanese) Economically and socially diverse ( e.g., families in poverty, rural and remote) Anglo-Celtic and other European 5

Valuing Australia’s Cultural Diversity NQF principle of equity, diversity & inclusion – Different cultures, contexts and values of families and communities contribute to the richness of contemporary Australian society and inform plans for meaningful learning experiences for children. Inclusion Support Program target groups – children from culturally and linguistically diverse backgrounds, children from a refugee or humanitarian intervention background and Indigenous children (Childcare Services Handbook 2010 – 2011, 3.9 Inclusion and Professional Support Program). 6

Individual Reflection What does culture mean to you? How do you define your “culture”? What do you consider to be your own cultural background? 7

Definitions of Culture Defining culture – Culture can be defined as what we create beyond our biology. … Using this definition culture incorporates the scope of human diversity and ways of being such as gender, ethnicity, class, religion, ability, age and sexuality (Commonwealth of Australia [Educator’s Guide], 2009, p. 22) – Often confused with ethnicity or religion How would you define ethnicity? How would you define religion? 8

Visible and Invisible Culture appearance language dress food decoration utensils/tools artwork music construction home items identity beliefs values ideas feelings rules shared meanings way of knowing Visible - what you can see, hear, experience Invisible – but may be perceived in interactions 9

Consolidating Conversation 1. Resource Sheet 1 - Defining Culture Focus questions: -How does your background and view of culture inform your relationships and your approaches to cultural inclusion? -What aspects of “culture” do you focus on, and do educators appear to focus on? How is this reflected in programs? -How could ISF assist services and educators to take a broader view of culture? What are the barriers and enablers? 10

Conversation 2: Relationships and Cultural Competence Respectful relationships that develop and demonstrate cultural competence 11

Benefit of Relationships that Develop and Demonstrate Cultural Competence Children and educators – Wellbeing and identity – Sense of belonging – Program relevance Amongst children – Wellbeing, belonging – Friendships – Valuing of diversity Families and educators – Mutual respect – Shared insights Amongst families – Sense of belonging Service and community – Draw on expertise Amongst educators – Cohesive approach 12

Strategies to Strengthen Children’s Relationships Children-educators – Show respect for diversity – Invite child or family to share aspects of life Amongst children – Support friendships – Guide conflict resolution – Address unfairness Circle of Security Critically reflect on adult role 13

Partnerships with Families and Communities Family/community centred practices consider parents, siblings, relatives and community members Partnerships that are genuinely reciprocal – Sensitivity to pressures, histories, cultural patterns, religious boundaries – Working through competing values, goals – Negotiating differences in expectations – Critical reflection by educators and service providers 14

Relationships and Workforce Diversity Contribution of workforce diversity – Multiple perspectives on issues – Connection to local community – Appropriate communication styles – Sensitivity to family issues & child responses Negotiating relationships – Assistant may be advising senior educator – Cultural support staff working across program – Drawing on unexpected individual knowledge 15

Defining “Cultural Competence” Cultural competence – the ability to understand, communicate with and effectively interact with people across cultures (Commonwealth of Australia [Early Years Learning Framework Educators Guide], 2009, p.16), including ethnicities and religions It encompasses – being aware of one’s own world view – developing positive attitudes towards cultural difference – knowledge of different cultural practices and world views – developing communication/interaction across cultures 16

Consolidating Conversation 2. Taking this definition into account……… Focus questions: What is your response to this definition of cultural competence? What questions does this raise? How might the notion of “cultural competence” imply deeper understanding of other ways of knowing that is possible? What role could ISF take in supporting educators to extend their cultural understanding and respectful response? What is the role of critical reflection in cultural competence? 17

Conversation 3: Practices for Cultural Inclusion Supporting respectful ways of working 18

Moving Towards Cultural Inclusion “tourist approach” focused on ethnic contributions e.g. celebrations, crafts, foods tokenistic additions to the usual program e.g., ethnic week themes pedagogic reform to include diversity e.g., ways of knowing throughout program social action e.g. addressing discrimination 19

Respect for Cultural Diversity Early Years Learning Framework and Framework for School Age Care principle of respect for diversity (p. 13) There are many ways of living, being and of knowing. Children are born belonging to a culture which is not only influenced by traditional practices, heritage and ancestral knowledge, but also by the experiences, values and beliefs of individual families and communities. 20

Make Environments More Familiar Resources reflect lifestyles – Colours of home (e.g., art) – Dramatic play resources – Stories, books, wall pictures – Musical instruments & music – Natural landscape outdoors Experiences and strategies – Reflecting family preferences – Strategies reflect familiar guidance styles 21

Maintain Home Languages Key words in home languages, use of gesture Communication rules ( e.g., eye contact, explicitness) Signs, posters, books etc in varied scripts Stories on relevant topics in home languages Family views - English immersion or gradual introduction? 22

Enhance Continuity of Daily Care Practices Rest times, places Foods, feeding and independence Toileting, gender and modesty Clothes, dressing Guidance styles and self-reliance Exploration or not 23

Respect Varied Celebrations Religious significance beyond Christianity Consider celebration… – Meanings - why observe it? – Ways - when and how is it celebrated? – People - who is involved? – Places- where do activities take place? 24

Review Behavioural Approaches Differing expectations – obedience to adult direction – acceptability of discussing personal feelings – use of punishment, shaming Interdependence of group members, responsibility Tactful discussion of Australian law, policy Negotiation on guidance 25

Address Power, Racism, Discrimination Model respect and critical reflection Guide educators to see discrimination Address racism, power issues, discrimination – Social stories – Discuss conflicts – Persona dolls to role play 26

SSP and ISF Support for Cultural Inclusion Service level Suggestions for inclusive policies and procedures Access to community agencies and resources Support for educator and director wellbeing Clarifying support staff roles Staff capacity building Culturally relevant curriculum design Incorporate unfamiliar care and education practices Respectful and sensitive relationships Use of current theory and critical reflection 27

Consolidating Conversation 3. Vignette on Taj p. 30 or Halima and Amish pp Focus questions: How are children’s lifestyles visible in program? Does cultural inclusion go beyond tokenism? How is consideration for family circumstance demonstrated? What support might assist educators and the service to extend their response? What is the ISF role? 28

Review and Onward Planning What were the Wow or light bulb moments? What ideas challenged your own thinking? What might we do together to change practice? 29

References Barerra, I.,& Corso, R. (2002). Cultural competence as skilled dialogue. Topics in Early Childhood Special Education, 22(2), ). Guigni, M., & Mundine, K.(2010). Talkin’ up and speakin’ out: Aboriginal and multicultural voices in early childhood. Castle Hill: Pademelon. (Sections 3 ethnicity, 5 refugees, 6 religion). Human Rights Commission. obia/islam_rda.html Miller, M., Knowles, M., & Grieshaber, S. (2011). Cultural support workers and long day care services. Australian Educational Researcher, 38(3), Lane, J. (2008) Young children and racial justice: Taking action for racial equality in the early years- Understanding the past, thinking about the present, planning for the future. London: National Children's Bureau. Robbins, J., Hammer, M., & Fleer, M. (2006). Broadening the lens on diversity. In M. Fleer et al (Eds.), Early childhood learning communities (pp )Frenchs Forest: Pearson. (work with refugees) 30