Task: Developing cultural awareness

Part A: Knowledge of Aboriginal and/or Torres Strait Islander People

Question 1

Research at least one significant historical issue about the Awabakal people.

Question 2

Terra Nullius is an international term which has been derived from Latin. What does it mean and what impact did this law have on Aboriginal and/or Torres Strait Islander People? (1/2 page)

Question 3

In 1997 the Australian Human Rights Commission tabled the Bringing them home report in response to a National inquiry into the separation of Aboriginal and Torres Strait Islander children and their families.

Read report on Bringing Them Home - Australian Human Rights Commission

a) What were the major findings of this report?

b) Explain the social, political and/or economic impact these findings had on Aboriginal and/or Torres Strait Islander people. (1/2 page)

Question 4

Describe and discuss the significant event that occurred on 13 February 2008. Include an explanation of how this event impacted on Aboriginal and/or Torres Strait Islander people.

Question 5

List and provide a brief explanation of the barriers faced by Aboriginal and/or Torres Strait Islander people when placing their children in early childhood settings.

Question 6

a) List at least three factors which contribute to ill health and common diseases for Aboriginal and Torres Strait Islander people.

b) Select one of the above factors from 5(a) and talk about its impact on an individual's ability to make decisions.

Question 7

What is racial discrimination? Identify one piece of legislation relating to racism and discrimination in Australia.

Question 8

Research and write a definition of the term ‘cultural safety' (reference your sources).

Question 9

List 5 practices that could be used in an early education setting that would support individual cultural identities and ensure ‘cultural safety' for everyone involved in the service.

Question 10

Read the following scenario and answer the questions.

Daniel and his son Zac, who has just turned four, have arrived for a planned orientation visit to your service. Zac will shortly begin attending 3 days a week. Zac and Daniel, his mother and 3 older siblings, are from Wiradjuri where they lived in an Aboriginal community outside a small country town in Western New South Wales. Daniel and Zac have mostly spent time with their extended family prior to moving to Newcastle where Daniel's brother is living.

You have been asked to conduct the orientation session and show Daniel and Zac around the service. To prepare for the orientation and enrolment of this child and family reflect on and answer the following questions:

a) What local services are available for this family?

b) How would you share this information respectfully with the family?

c) What practices are used or could be used by the centre to support participation and promote effective partnerships with Aboriginal and/or Torres Strait Islander people? Link to NQS

d) What information would you seek from Daniel to assist with Zac's transition to the service and the ongoing program you would provide for him? Who would you share this information with and why?

e) Identify the Area/Standard/Element from the National Quality Standard to show how this orientation procedure would meet quality standards.

Part B: Cultural competence

Watch the following video about Developing Cultural Competence from the Early Childhood Australia Professional Learning Program:

TAPS_Cultural competency Part 1 of 3 on vimeo

Answer the following questions:

Question 1

What is culture ?

Question 2

Where might your own cultural values, beliefs and biases come from?

Question 3

What skills, attributes or knowledge are important to consider when reflecting on your own cultural competence?

Question 4

Suggest at least three ways in which you could develop your own cultural competence.
Reference your suggestions to Belonging, Being & Becoming: The Early Years Learning Framework for Australia, to show how your ideas link to the Practices recommended by the framework.

Part C: Experiences to support cultural identity

Read the following scenario.

David has recently enrolled into your preschool service and attends 3 days per week. David is a 4-year-old Sudanese boy who lives with his mother. He does not see his father. His mother co-ordinates the local Sudanese Community Refugee Support Group and organises regular community gatherings. The national language of Sudan is Arabic, with newest arrivals learning English. David has a strong relationship with his mother and two much older siblings who go to school. David enjoys playing traditional music from Sudan and has a particular interest in drumming. David has an excellent soccer ability and has recently started teaching other children some of his soccer skill.

List and reference 5 (in total) practices and/or learning experiences in the program that could be offered to David and his family to achieve the following:

- Create an environment to support the children's cross-cultural understandings.
- Support the implementation of inclusive learning experiences.

- Support the children in developing confidence and strength in their personal and cultural Identity.

Reference each practice to the Principles and Practices in Belonging, Being & Becoming: The Early Years Learning Framework for Australia to demonstrate how your practice would adhere to the NQF. Ensure how the practice you described meets this principle or practice.