cultural perspectives on learning: learning package
DESCRIPTION
This learning package complements the Cultural Perspectives on Learning resource. It unpacks it and provides ideas and approaches for using the resource in practice.TRANSCRIPT
Cultural Perspectives on Learning: Building the foundations for working with
Aboriginal & Torres Strait Islander children and families.
Professional learning workshop to accompany the resource.
©2013 Shift Consulting Group Pty Ltd.
This professional learning package is a companion to Cultural Perspectives on Learning: Building the foundations for working with Aboriginal & Torres Strait Islander children and families.
Developed by Jenny Summerville &
Jayne Hokanson from Shift Consulting Group in
collaboration with Child Australia
Acknowledgement of Country
We acknowledge that we are meeting today on Larrakia Country. We pay our respects to all Larrakia people both past and present. We are committed to working together with the Larrakia people to improve outcomes for children and families.
Who is this professional learning workshop aimed at?
Practitioners and other professionals seeking to:
Learn how to use this resource as a platform for relationship building and community engagement
Plan, implement and evaluate collaborative programs with Aboriginal & Torres Strait Islander families
Build capacity within their organisation to utilise the resource through delivery of this workshop to their team
What are you here for?
What do you want to learn?
What do you
expect?
Purpose of this professional learning workshop
To explore effective
facilitation processes and
strategies to use with this resource
when working with Aboriginal and
Torres Strait Islander people
To outline the action planning
process that can be undertaken
utilising the tools contained in the
resource and accompanying
worksheets
To provide a snapshot of the
Cultural Perspectives on
Learning resource and explore how it might be used when working with Aboriginal and Torres Strait Islander people
Learning Outcomes
At the conclusion of this workshop participants will:
Be familiar with the purpose, content and potential uses of the Cultural Perspectives on Learning resource
Understand the key principles of yarning as an approach for building relationships and working with Aboriginal and Torres Strait Islander people
Understand how the resource can support collaborative planning, delivery and evaluation of programs that improve outcomes for children and families
Snapshot: What’s in the resource? This resource contains 4 sections:
The importance of
early childhood
development
What is culture
anyway?
Getting to know each
other
Provocations for practice
+Snapshots of the resource What’s inside
Snapshot: The importance of early childhood development (ECD)
To encourage the user to situate the child at the centre of the family for any work with Aboriginal & Torres Strait Islander families.
To provide information about the Bronfenbrenner’s Ecological model of human development to enhance understanding of the multiple systems that influence a child’s life
The influence of ECD.
ECD outcomes for Aboriginal & Torres Strait Islander children.
Theoretical underpinnings.
Supports for children’s development & education through the ecological lens.
Purpose of this section Content
Snapshot: The importance of early childhood development (ECD)
Key concepts
In Australia there is substantial disparity between ECD outcomes for Aboriginal & non-Aboriginal children according to AEDI 2012 results
Early childhood experiences shape resilience and later success in adulthood
3 key influences in the early years: Family & home Early learning environments Schools
The success of transitions from one environment to another has an influence on performance and achievement in that setting and beyond
Theoretical underpinnings
Bronfenbrenner’s ecological model of human development provides a useful lens for considering children’s worlds in early childhood
Snapshot: The importance of early childhood development (ECD)
Bronfenbrenner’s ecological lens illuminates:
The importance of placing the child at the centre of the family in any work with children and families
The different microsystems that are navigated by children in their early years
The importance of collaboration, communication and information sharing between microsystems to support children’s success in early learning settings and schools
The broader societal and historical influences that impact on a child’s ability to thrive in any microsystem as well as a family’s ability to support their children’s learning in early learning settings and schools
When considering ECD through an ecological lens, supports for each system can be established – the resource provides examples in section 1.
Snapshot: The importance of early childhood development (ECD)
Snapshot: What is culture anyway?
To explore the notion of culture
To provide a foundation for exploring and reflecting on culture from mainstream and non-mainstream cultural perspectives
To explain the importance of developing cultural proficiency when working with diverse cultural groups
Definitions and insights about culture
Cultural inequality
Cultural awareness and cultural proficiency
Core skills & the journey to cultural competence
EC settings & the journey to cultural competence
Purpose of this section Content
Snapshot: What is culture anyway?
Reflect on this quote and discuss…What does it say about culture?
“To know us, you need to acknowledge us, and be patient. You need to listen. We look, we listen, we learn. That’s why we learn your culture. Indigenous mob have different cultures from different communities. Central, Arnhem, Inland mob, we all sit back and look to learn.”
Snapshot: What is culture anyway? Key concepts
The dimensions of culture are complex, multifaceted and interconnected
Consideration of the history of cultures is important to place different cultural understandings in context
Culture is not static - new-found ideas and insights are integrated into our thinking and practice over time and become part of our ‘culture’
This understanding provides a foundation to build relationships that are based on an exploration of culture and culturally-driven assumptions about ‘who I am’ and ‘who you are’ from the specific perspectives of individuals, families and communities.
Snapshot: What is culture anyway? Cultural awareness & Cultural Proficiency:
“Cultural proficiency requires more than becoming culturally aware or practicing tolerance. It is the ability to identify and challenge one’s own cultural assumptions, values and beliefs and to make a commitment to communicating at the cultural interface” SNAICC, 2012, p.1.
Cultural Destructiveness
Cultural Incapacity
Cultural Blindness
Cultural Pre-competence
Cultural Competence
Cultural Proficiency
‘We take care of our
own’
‘All people are the same’
‘We have policies in
place’
‘We engage in mutual
adaption to benefit all’
‘This is our frame of
reference for all we do.’
‘We are superior’
Where do you fit on the Cultural Competence Continuum?
Where does your organisation fit?
Snapshot: What is culture anyway? Cultural competence is an ongoing process of examination of personal beliefs on an individual level and monitoring practices and processes on an organisational level.
Consider…
What are the core skills needed to interact in a culturally competent manner?
Snapshot: What is culture anyway? Core skills for culturally competent practice
Awareness of own
culture & biases
Focus on breaking
down own biases &
understanding effect on
others
Culture specific
knowledge Understanding
institutional barriers for
disadvantaged cultural groups
Ability to build strong cross-
cultural relationships &
be at ease with difference
Flexibility & adaptability
to work in diverse
environments Willingness & ability to be an ally for
people different from
us
Effective communication
skills across cultures
Ability to mediate
cross-cultural conflicts
Snapshot: What is culture anyway? Learning Journey of Cultural Competence:
How might you use this framework to understand the behaviour of others in relation to cross-cultural engagement?
Source: Educators Belonging, Being & Becoming: Educator’s Guide to the Australian Early Years Learning Framework, p.26.
Snapshot: Getting to know each other
To provide guidance for setting the foundations for relationship development.
To focus on what is required to create a safe space for relationships to develop
To explores the process of beginning conversations in ways that make it possible for Aboriginal and non-Aboriginal people to work together, share knowledge and learn from each other.
Understanding & respecting time
Beginning the conversation
Learning about the history
Setting the foundations for relationships
Talking points
Purpose of this section Content
Snapshot: Getting to know each other
Reflect on this quote and discuss…In what ways do the different perspectives of time impact on your work with Aboriginal & Torres Strait Islander people?
“Generally most (Aboriginal) people do not see time like an arrow…that you are heading somewhere, on your way up. There is no notion like that in Aboriginal psychology and thinking. This immediately separates it from Western time in which you orient towards some end .” – (Graham, cited in Adams 2009)
Snapshot: Getting to know each other Key concepts
Flexible timeframes are important as family and community responsibilities often take priority.
Time is needed to get to know a person, and to establish the trusting relationship needed to work together and achieve outcomes.
Identity is tied closely to family and country and status is linked to age, knowledge, family roles and relationships. Approaching introductions by talking about your family and country can open the door to conversation.
Sharing your history and learning the other person’s history provides the foundation for shared perspectives and understanding.
Snapshot: Getting to know each other Principles for setting the foundations for relationships
We all come to the table as people
We all come to the table with knowledge that is equally valuable
We all come to the table with children at the centre of our view
We all come to the table prepared to learn and take turns to teach
We recognise that our priorities may differ and commit to developing a shared understanding of what we are seeking to achieve together
Snapshot: Getting to know each other
Talking points
The resource provides a valuable process for beginning conversations about collective interests and to focus on developing shared goals.
What do we want to
achieve together?
Talking Points
What steps do we
need to take
together?
What do we want to understand
about others?
What do
we want to learn?
What do we want others to
understand about us?
What do we want for our
children?
Snapshot: Provocations for practice
To provide ideas, talking points and activities to assist people to engage in constructive conversations about children’s learning.
To encourage observation, listening, discussion and reflection.
To provide a process to identify and agree on shared approaches to proactively support children’s learning and development.
Exploring Home: Children’s primary microsystem
Transitions: from home to education – from one microsystem to another
Purpose of this section Content
Snapshot: Provocations for practice Structure of this section
Reflecting together
Professional reflections
Exploring children’s
perspectives
Reflection questions to explore together as a group and learn from each other.
For practitioners to reflect on what they have learned
from families and how this relates to practice.
Activities that can be explored with families or in the educational or program setting.
Snapshot: Provocations for practice Key themes
Home Exploring Home:
Children’s primary
microsystem Family
Culture Trust
Values
Respect
Autonomy, safety & security
The education
setting Transition: from home to
education (from one
microsystem to another)
Broadening social
relationships
Cultural intersections
Intersecting values
Building Trust
Autonomy, safety & security
beyond the home
Intersecting forms of respect
+
Possibilities for use How the resource might be utilised
Ideas for using this resource • A foundation for a facilitated process taking place
over an extended period of time, for example: • Action learning process to build relationships with
Aboriginal & Torres Strait Islander people • Yarning circles and professional conversations • Program establishment, ongoing planning, delivery
and evaluation
Professional development and service providers
• A guide for establishing relationships and continuing conversations to support children’s learning and development
• Section 4 can be used as a reference point for developing understanding of, and addressing challenges or misunderstandings.
Schools, early learning centres & family support services
• Information resource that can assist in guiding practice when first beginning work with Aboriginal & Torres Strait Islander people
• Pre- professional (Prac) placement study guide for students
New graduate practitioners and
students
+Exploring effective facilitation How to engage with Aboriginal & Torres Strait Islander Communities
Culturally safe facilitation: Yarning
Yarning is a culturally safe facilitation approach to working with Aboriginal & Torres Strait Islander individuals and groups
Yarning is a form of story telling that is aligned with how Aboriginal & Torres Strait Islander people learn, teach and make sense of the world
Yarning can occur informally/socially or purposefully (with a particular goal or objective in mind)
Yarning is an effective tool to build trust and assist in the establishment of relationships
Once relationships have developed, yarning provides a means to achieve shared understanding and common goals
Types of yarning
• Building Trust • Establishing relationships • Maintaining connections • Teaching and learning
• Exploring a particular issue • Learning about a particular topic • Gathering or sharing information • Teaching and learning
Informal or social yarning
Purposeful yarning
The following types of yarning can be undertaken with individuals or groups
Yarning: things to keep in mind
Yarning has its own convention and style as a type of conversation and is not a straightforward question and answer process
Yarning requires a lead from behind facilitation style and a relaxed and non demanding approach
Yarning takes time
Yarning can sometimes be meandering as stories weave in and out of topic
There are protocols in relation to participation, especially in relation to Elders and gender
Consider and discuss… Think of someone you know who is skilled at working with Aboriginal & Torres Strait Islander people
What do you notice about their approach?
What are the values they bring to this work?
Professionals who are skilled at working with Aboriginal people:
Understand that they do not fully understand what it means to walk in another’s shoes
Are protective and respectful of the relationships they have built
Have a broad concept of family and community social structures
Respect and understand silence
Express genuine interest and inquisitiveness
Communicate effectively and respectfully
Understand gender dynamics and cultural mores
Understand shame and how it impacts on the actions of Aboriginal people
Value other people’s time as much as their own and are patient
Understand cultural differences in body language
Never make promises they may not be able to deliver
Give more to the community than they take
Understand decision making processes within community
Adapted from http://www.community.nsw.gov.au/docswr/_assets/main/documents/brighterfutures_enagaging_aboriginal.pdf
Strategies for building community engagement skills Network with Aboriginal workers and agencies
To build cultural knowledge To develop community engagement skills To become culturally proficient To listen and learn
Team up with a more skilled colleague and watch them in action Be silent and listen Ask questions Build relationships through their established networks if possible
Take any opportunities that come your way to visit communities without an agenda
Read widely and access culturally relevant resources that support your work and learning
+
Action planning Utilising the resource to underpin your planning process
Planning through this resource This resource can be utilised as a collaborative planning tool
The Importance of ECD section can provide theoretical underpinnings and be a motivator for focusing in on children and children’s learning
The exploration of culture and how culture is reflected can set a context for planning for outcomes
The cultural competence continuum provides a reference point for individual reflection and organisational assessment
The Getting to know each other section provides guidance on building the relationships required to plan together
Provocations for practice provides practical strategies to support implementation
Action planning: The Getting to know each
other section culminates in talking points
These facilitate the identification of shared desired outcomes
They also provide a structure for exploring strategies to achieve these together
What do we want to
achieve together?
Talking Points
What steps do we
need to take
together?
What do we want to understand
about others?
What do
we want to learn?
What do we want others to
understand about us?
What do we want for our
children?
Planning through this resource
Defining outcomes What we want to achieve together
Identifying Steps
Steps we need to take to get there
(process)
Establishing Timeline
What time will it take to get there?
Link timeline to steps
Monitoring progress How will
we know if we are on
track?
Measuring outcomes How will we know when outcomes have been achieved?
Monitoring and evaluation: Recommended approaches
A participatory learning approach to monitoring and evaluation provides everyone with the opportunity to learn from shared experiences and through the yarning process
This approach provides the flexibility to learn and adapt through the journey
Reflection on the process is valued as well as the outcomes achieved
Plan
do
reflect learn
adapt
+Let’s yarn