1000 words Apa style
Value: 40% (30% for IAS201)
Length: 1000 words (4 x 250 word paragraphs)
Due: We will work on it weekly from week 3, due by Monday, 23:59 (CST), Week 7 (April 20)
Learning Outcomes for this Assessment:
2. Cultural Contexts: Apply understandings of culture and concepts of a cultural self to develop a framework for understanding cultural contexts of interactions and subsequent analysis of personal attitudes and actions.
3. Power Relations: Critique the role of power in intercultural interactions and relations
Task details: Answer each question each week in no less than 250 words.
Use the TEEL structure for your paragraphs, critically reflecting with at least one example from your observations or experience;
Topic sentence,
Example,
Evidence (reference) and
Link back to main idea of the paragraph.
Draw on your experiences and reference the key points made in the readings with in-text references (APA style guide here: https://libguides.cdu.edu.au/cdureferencing/apa and write an APA compliant reference list at the end.
Answer each of these questions after reading, working through the materials and attending the tutorials each week, and make sure you follow the Criteria:A2 criteria cuc107.ias201 2020 x
1. Consider your IAT results, and which of Binna’s 3 ways of holding bias did you respond most strongly to? What relation of power (Cummins, 2013, 2009) can you see manifesting from this bias in your academic or professional life? Use an example that demonstrates you can establish principle #1: A ways to recognize and manage bias in your professional and academic relationships?
2. Using a ‘cultural border crossing’ ( Aikenhead, 1996) you have made; describe how that was affected by the academic or professional context and the power relations ( Cummins, 2013, 2009) . Establish principle #2 : How to address principles of power relations in shared learning and cultural border crossings; what adjustment is needed?
3. How do you establish trust in academic and professional situations? Write principle #3: how do you build trust and respect in learning relationships across cultures? How do you develop equity and acknowledge privilege? ( McIntosh, 1988; Glorski, 2014). What principles of Equitable learning do you bring with you and what have you been met with? How do you practice cultural respect and empathy?
4. What does ‘diverse’ mean to you? principle #4 about How you understand diversity in cross cultural learning and work environments, and how ‘diversity and inclusion’ ( Bali, 2016) terminology defines power relations and generates interactions.
Submit as a word document with your name, unit and assignment number ( Jamie Green, cuc107 or ias 201, A2)
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Week4 – How we learn from shared histories
File:Bungaree australian aboriginal leader
https://en.wikipedia.org/wiki/public_domain
King Bungaree of Gadigal Clan https://www.sydneybarani.com.au/sites/bungaree/
Topic: How we learn from shared histories
Learning Outcomes:
Overview and share review and this week summary:
Cultural Contexts: Apply understandings of culture and concepts of a cultural self to develop a framework for understanding cultural contexts of interactions and subsequent analysis of personal attitudes and actions.
Power Relations: Critique the role of power in intercultural interactions and relations.
Academic Skills: Know the difference between academic sources and others, search tools in readers, TEEL, differentiated information, referencing conventions, measure self with criteria.
Information / Digital Skills: Scholarly searches and internet engine ranges, identify distinguishing features of multi-media sources, Research skills and recording
Stimulus: Look at this message from Steve; Sharing Learning and Experience through Collaboration, Unity, Building and Taking Turns. How does this help us share learning and work?
Read: Aikenhead, G. (1996) Science Education: Border Crossing into the Subculture of Science ( p 5 -18 specifically) https://education.usask.ca/documents/profiles/aikenhead/sse_border
Read for understanding; cultures and sub cultures; student cultures and crossing cultural borders with the ‘suit’ we wear in different learning contexts; what biases do we bring into our learning and work? What ‘crossings’ do we need to make clear? What power relations remain intact if we don’t?
Look up:
What kind of Asian Are You ? https://www.youtube.com/watch?v=DWynJkN5HbQ
Representation, Stereotypes and Judgements: PowerPoint Presentation Presentation – Alternative Formats
Dark Emu as a challenge to Australian History and Agricultural Legacy: https://theconversation.com/friday-essay-dark-emu-and-the-blindness-of-australian-agriculture-97444
Dark Emu Author in AFP claims : https://www.smh.com.au/national/afp-dismisses-claims-dark-emu-author-faked-aboriginal-heritage-for-profit-20200124-p53uar.html
Cashman and follow up from claims made against Pascoe. https://www.smh.com.au/politics/federal/under-fire-josephine-cashman-stands-firm-against-author-bruce-pascoe-20200201-p53wtf.html
Watch Senator Nova Peris discuss Shared histories: https://twitter.com/NITV/status/1219848473228595200
Context and Question: How do you know to share and learn with others? What are the ‘rules’ for this? What is ‘successful’ learning with people from different cultures than yours? How can you picture this on a national scale with Australian history issues in these links?
Micro Lecture and Tute: How can you see this working across cultures? What recent examples about sharing histories can help us cross cultural borders and work more effectively together?
Share: Share a draft of your A2 paragraph number 2 on the Discussion board and use the criteria to comment on another students’ work constructively. Using a ‘cultural border crossing’ ( Aikenhead, 1996) you have made; describe how that was affected by the academic or professional context and the power relations ( Cummins, 2013, 2009) . Establish principle #2 : How to address principles of power relations in shared learning and cultural border crossings; what adjustment is needed?