CHCDIV001 Work with Diverse People

CHCDIV002 Promote Aboriginal/Torres Strait Islander cultural safety

Assessment Tasks 1-9

Student:

TCA:

Due Date: Friday 4th May

Carefully read the instructions for each task and make sure you answer everything that is being asked of you

Task 1. Use the reflective cycle to examine cultural bias

To use the reflective cycle to examine your own social and cultural bias, follow these steps.

Using the reflective cycle:
1 / Description
Think of a recent incident where you were working with a socially and/or culturally diverse person or group of people. What happened?
2 / Feelings
What did you already know about the background of about this person or group of people? What did you think and feel at the time?
3 / Evaluation
Were these good or bad thoughts and feelings? Why?
4 / Analysis
Were these thoughts and feelings realistic? On what do you base this opinion? Do you think you could have reacted in another way?
5 / Conclusion
What do you conclude about this situation and your reaction to it?
6 / Action
If it happened again, what might you do differently? Why?

Task 2. Examine personal bias

In one sentence, state an assumption you have made regarding a particular cultural or social group. For example ‘Japanese people are very polite’.

Write down some explanations for your statement:

  • How do you believe you learnt the assumption?
  • How did you determine whether this assumption had any basis in reality?
  • Based on your learning about stereotypes, cultural bias etc, how do you feel about the accuracy of your statement?

Task 3. Matching exercise

Match the meanings below with the correct word. Use a dictionary if you are unsure.

Meaning / Word
The recognition and protection of the inherent rights, cultures and traditions of a particular culture
A person who studies culture
A sensitivity to the similarities and differences that exist between different cultures
First people of a country
The lifestyles and beliefs of a certain group
The actions we personally take to expand our knowledge of other cultures and how we use that to shape our professional practices.
A collection of communities living as a group
Actions that recognise, respect and nurture the unique cultural identity of a person
Becoming aware of cultural differences that exist, having an understanding of those differences and accepting them
The type of culture and society of a particular group

Cultural awareness

Indigenous

Cultural safety

Culture

Society

Cultural respect

Civilisation

Cultural competence

Personal cultural competence

Anthropologist

Task 4 short answers

  1. What suggestions do you have for a co-worker who was overheard telling another worker that one of the cultural practices of a client was ‘not normal’?
  2. Give two examples of a cultural misunderstanding that could impact on the work done in a Community Service organisation.
  3. How do you think such a misunderstanding might be resolved? What strategies might be put in place to prevent such misunderstandings?
  4. What is the purpose of cultural interpreters? Why should an interpreter be used?
  5. Research and explain the Universal Declaration of human rights and what rights there are to ensure human dignity.

Assessment task 5

1.Select four culturally diverse groups, name them and list the things that you know (or have researched) about their cultures, child rearing practices and the different aspects of verbal and non verbal communication inherent in each culture.

Cultural differences / Communication differences
Group 1
Group 2
Group 3
Group 4

2. for each group of people list at least 10 things that you can do to increase/improve the ways in which you communicated with these groups of people?

Assessment task 6

Imagine your workplace consists of staff, clients and volunteers from a variety of cultures. Create a diversity policy in presentation form (power point/keynote/booklet) using diagrams, clip art and/or drawings to illustrate your points. Assessment task 1 for Communication units can be used as a resource for this activity.

The policy must include:

a)A definition of diversity.

b)A rationale (an explanation why it is necessary).

c)An outline of the principles and values that it is based on.

d)The objectives and goals of the policy.

e)The benefits of the policy being in place.

f)How the policy will be monitored

Assessment Task 7 part 1.

Research the 1963 Yirrkala bark petitions, summarise in 100 words the context of these petitions and answer the following questions.Reference any researchresources you use.

QUESTIONS:

1)Who created the petitions, and why?

2)Why were there two petitions?

3)How did the Government respond?

4)What did the Yolngu people petition for?

5)What significance do the Yirrkala bark petitions hold for Aboriginal and Torres Strait Islanders. Explain your answer both historically and relevance for today. Find a minimum of five items of significance.

6)Why have they been placed on public display in Parliament House Canberra?

7)During NAIDOC week in 2013 the 50th Anniversary of the petitions was celebrated. What did Prime Minister Kevin Rudd liken them to?

8)There was a third petition that is on public display between the other two. Why was this created and what was the Government ‘s response?

Part 2.

Using the sample petition:

  • think of something you want to change
  • complete a petition request to the Australian Government to change
  • get signatures

Assessment Task 8 Quiz – questions taken from Face the Facts Australian Human Rights Commission document 2012.

Circle any that apply

  1. Who are Aboriginal and Torres Strait Islander peoples?
  1. Anyone who wants to be
  2. An Aboriginal or Torres Strait Islander person
  3. Anyone who was born in Australia
  4. Anyone who identifies as an Aboriginal or Torres Strait Islander person
  5. Any Australian Citizen
  1. How does the quality of life and wellbeing of Indigenous Australians compare with that of non Indigenous Australians?
  1. It’s much lower
  2. It’s the same
  3. It’s higher
  4. There are no statistics
  1. What does terra Nullius mean?
  1. Indigenous land
  2. Land belonging to no-one
  3. Vacant land
  4. Conquered land
  1. What is the definition of multiculturalism?

a. A deliberate policy to actively maintain and support foreign cultures in Australia, to the detriment of the Australian identity

b.A policy which accepts and respects the right of all Australians to express and share their individual cultural heritage within an overriding commitment to Australia and to the basic structures and values of Australian democracy

c. A policy that recognises that all Australians, except the original inhabitants, are migrants

d. Another word for cultural diversity that recognises Australia as one of the most culturally and linguistically diverse populations in the world

  1. How diverse are Australians? Australia’s population is 22million. What percentage of this consists of people who were either born overseas or have a parent born overseas?
  1. 50%
  2. 44%
  3. 25%
  4. 12%
  1. The definition of an asylum seeker is:
  1. Someone who has entered Australia illegally
  2. A person who has left his or her country of origin and has applied for refugee status in another country, and whose application is still pending
  3. The same as a refugee, i.e. someone who has a well-founded fear of persecution in his or her home country and is unable to return, because of fear of persecution
  4. Someone who wants to be pronounced legally insane so that he can avoid prosecution for a crime
  1. The Commonwealth Racial Discrimination Act 1975 and Racial Hatred Act 1995:

a.Forbids people from complaining about racially offensive or abusive behaviour, unless it is in public

b.Aims to strike a balance between two valued rights: the right to communicate freely and the right to live free from racial vilification

c.Lists reasons for hatred between nations

d.Forbids vilification between countries belonging to the British Commonwealth of Nations

Assessment 9: Class/online participation

You will be assessed on our class/online participation including participation in class/online discussions and activities, attitude and willingness to engage with wider readings/resources provided by the lecturer.

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