Leading Aboriginal and Torres Strait Islander Education
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Actually it is probably more about how one behaves or what one does as an individual, or group to be fully inclusive of all In a school this can play out in terms of relationships, processes, structures etc. Understanding and valuing ones own cultures and those of others underpins this. Another quesiton to be explored might be how deep does ones understanding need to be of particular cultures ( esp in relation to the many Aboriginal and Torres Strait Islander cultures across the country) in order to be culturally intelligent. A BIG area!
Jan - I've been intrigued to undertake a bit of research. I have placed in bold the part that interested me most in this.
The critical communicative methodology (CCM) is based on the premise that each person, regardless of their educational, cultural, or socioeconomic background, possesses cultural intelligence. That is, they can analyze their experiences of being excluded and propose ways to reverse their situation. In this article, we explore the fact that everyone, regardless of background, can help to develop scientific knowledge, and this is essential in transforming the situation being studied. To illustrate this, we examine a case in which families from cultural minority groups become involved in transforming their neighborhood school. We also show how the CCM made it possible to include the knowledge and interpretations of these community members through egalitarian dialogue with researchers. The knowledge obtained from this dialogue calls into question the dominant discourse in Europe, which states that having high proportions of migrant students in schools will have a negative effecton both academic results and living together.
I think the really interesting part of this abstract is the assertion that everyone can analyse experience of being excluded, and come up with suggestions to reverse that situation(s). The context within which this can happen should include the space where there are truly respectful and trusting partnerships developed and nurtured. It would be interesting to cast a 'cultural intelligence' net over policies and guideline swhich are currently being enacted across a range of governement department's and NGO's to see if they provide the space for everyone's voice.
Important to recognise for some the absence of knowledge of one's own cultural connections and sense of identity is challenging.
I don't know if it is about depth but as you mentioned earlier 'how one behaves' towards recognising the need to learn and better understand ways we can be supportive and respectful towards others culture and practices.
I think too, it is important as leaders, to explore and identify the practices and behaviours, and structures which enable a school culture to be culturally responsive, sensitive and intelligent. For the Aboriginal and Torres Strait Islander students and families, this can have a direct bearing on levels of engagement and participation in all aspects of school life.
Jan, I agree and would expect that if ...it is important as leaders, to explore and identify the practices and behaviours, and structures which enable a school culture to be culturally responsive, sensitive and intelligent.... that would also then flow to have a direct bearing of levels of participation and engagement for all of the students. Sort of a many birds one stone thing.
From the cultural intelligence clip i was engaged with the statement "level of effectiveness across cultures" and quite liked the summary of the 4 capabilities based on drive, knowledge, strategy, action. Prompting me to conisder my practice approach in each of these areas. Thank you for sharing this clip