Task:
Submit through the Assessment 3 ‘Cultural Capabilities Report’ link in the ‘Assessment Submission’ area of Learnline by the due date. This assignment is submitted using
SafeAssign.
Save your Word document file with your name, unit name, and assessment number included (e.g. Jane Doe IAS201 A3). Ensure you have your name, student number and page number in the footer of your document, and the title of the assignment in the header.
Task Overview
Introduction: It has been argued that cultural capabilities are fundamental to operating effectively in the workplace, community and the university. Cultural capabilities are required for creating safe work and learning spaces. So, to complete this task you will be drawing together all of the learning from the unit to show understanding of strategies to create safe spaces.
Instructions for IAS 201:
You are to watch and analyse all THREE videos linked below;
Too Strong For You Karen (on YouTube) https://www.youtube.com/watch?v=eR2d23LM4eo (formally titled MilduraMcDonald’s franchisee filmed claiming his neighbour is not a ‘true Aboriginal’ | ABC News)
Dirt Cheap 30 Years on: the story of uranium mining in Kakadu (on Vimeo) https://vimeo.com/73373709 (specifically the first 34 minutes)
Coronavirus: Doctor verbally abused in racist attack | Nine News Australia (YouTube) https://www.youtube.com/watch?v=SiUZtQCVODs
[1] Select at minimum 5 (but you can use more) of the 7 following concepts, [2] IAS 201 students are required to use Generative Interactions as 1 of their 5 (or more) concepts, [3] each video should have a different concept(s) applied to it, [4] no concept should be used more than once. [5] Use 2 additional outside scholarly texts you find through the library (for example another text about equity to support your analysis of equity).
1. Recognizing White/Racial/Settler Privilege (McIntosh or Gilio-Whitaker)
2. Identifying Bias (Kandola)
3. Power Relations (Cummins)
4. Generative Interactions [required] (Bernstein et al.)
5. Equity and Equity Literacy (Gorski)
6. Cultural Border Crossings/Cultural Valence (Smolicz et al.)
7. Cultural Safety (Bin-Sallik) or Safe Spaces (Harless)
Again, you will need to supplement your analysis with 2 additional outside scholarly texts you find through the CDU library (for example another text about bias to support your analysis)
Task: Write a formal report to observe and analyse whether characters in each of the three video interactions are showing effective cultural capabilities and maintaining a culturally safe space. Also, recommend how effective cultural capabilities of the people involved could be improved. For this paper you will need to use AT MINIMUM five in class texts, and two additional scholarly texts (that you find through the university library search engine.
Partner Option: You have the option of working with a partner. However, if you choose to do this you must apply all seven (7) concepts above (2 different concepts applied to each video) in your paper (& again using Generative Interactions is required). In this sense, the
work is divided since the word limit is the same, but each of you are still required to apply at least 3 or 4 concepts each. Plus, the 2 additional outside scholarly texts (1 each per person).
SafeAssign.
Save your Word document file with your name, unit name, and assessment number included (e.g. Jane Doe IAS201 A3). Ensure you have your name, student number and page number in the footer of your document, and the title of the assignment in the header.
Task Overview
Introduction: It has been argued that cultural capabilities are fundamental to operating effectively in the workplace, community and the university. Cultural capabilities are required for creating safe work and learning spaces. So, to complete this task you will be drawing together all of the learning from the unit to show understanding of strategies to create safe spaces.
Instructions for IAS 201:
You are to watch and analyse all THREE videos linked below;
Too Strong For You Karen (on YouTube) https://www.youtube.com/watch?v=eR2d23LM4eo (formally titled MilduraMcDonald’s franchisee filmed claiming his neighbour is not a ‘true Aboriginal’ | ABC News)
Dirt Cheap 30 Years on: the story of uranium mining in Kakadu (on Vimeo) https://vimeo.com/73373709 (specifically the first 34 minutes)
Coronavirus: Doctor verbally abused in racist attack | Nine News Australia (YouTube) https://www.youtube.com/watch?v=SiUZtQCVODs
[1] Select at minimum 5 (but you can use more) of the 7 following concepts, [2] IAS 201 students are required to use Generative Interactions as 1 of their 5 (or more) concepts, [3] each video should have a different concept(s) applied to it, [4] no concept should be used more than once. [5] Use 2 additional outside scholarly texts you find through the library (for example another text about equity to support your analysis of equity).
1. Recognizing White/Racial/Settler Privilege (McIntosh or Gilio-Whitaker)
2. Identifying Bias (Kandola)
3. Power Relations (Cummins)
4. Generative Interactions [required] (Bernstein et al.)
5. Equity and Equity Literacy (Gorski)
6. Cultural Border Crossings/Cultural Valence (Smolicz et al.)
7. Cultural Safety (Bin-Sallik) or Safe Spaces (Harless)
Again, you will need to supplement your analysis with 2 additional outside scholarly texts you find through the CDU library (for example another text about bias to support your analysis)
Task: Write a formal report to observe and analyse whether characters in each of the three video interactions are showing effective cultural capabilities and maintaining a culturally safe space. Also, recommend how effective cultural capabilities of the people involved could be improved. For this paper you will need to use AT MINIMUM five in class texts, and two additional scholarly texts (that you find through the university library search engine.
Partner Option: You have the option of working with a partner. However, if you choose to do this you must apply all seven (7) concepts above (2 different concepts applied to each video) in your paper (& again using Generative Interactions is required). In this sense, the
work is divided since the word limit is the same, but each of you are still required to apply at least 3 or 4 concepts each. Plus, the 2 additional outside scholarly texts (1 each per person).
Task details
The report should:
Summarise and describe observations of the interactions related to aspects of cultural capabilities in the interaction.
Analyse (with formal references) the safe and unsafe aspects of the interaction, including the physical location and interactions between people.
Provide recommendations for creating or sustaining this interaction as a culturally safe space.
The report should:
Summarise and describe observations of the interactions related to aspects of cultural capabilities in the interaction.
Analyse (with formal references) the safe and unsafe aspects of the interaction, including the physical location and interactions between people.
Provide recommendations for creating or sustaining this interaction as a culturally safe space.
Once you submit the report, you will need to write a minimum 250-word (275 words max) reflection.
Answering the following prompts. No citations are needed for this reflection, just name the author, if applicable. Submitted separately and individually.
1. Think about your academic focus and professional aspirations (Education, Nursing, Midwifery, Pysch, IT, Science, etc.) and briefly discuss how you can apply the content and concepts you have learned in this unit to your respective profession. What issues and challenges exist in your field regarding culture (how your profession treats the public, or it can be the culture/climate within your profession and how they treat one another), and how can you address said issue(s) with what you have learned in this course?
2. Harless (2018) says that “Breaching a student’s intellectual safety is, in fact, crucial to his or her growth” (p. 333). So, with that in mind, what topic/reading in this course offered you the most intellectual growth? And what about it stimulated you and broadened your understanding?
Answering the following prompts. No citations are needed for this reflection, just name the author, if applicable. Submitted separately and individually.
1. Think about your academic focus and professional aspirations (Education, Nursing, Midwifery, Pysch, IT, Science, etc.) and briefly discuss how you can apply the content and concepts you have learned in this unit to your respective profession. What issues and challenges exist in your field regarding culture (how your profession treats the public, or it can be the culture/climate within your profession and how they treat one another), and how can you address said issue(s) with what you have learned in this course?
2. Harless (2018) says that “Breaching a student’s intellectual safety is, in fact, crucial to his or her growth” (p. 333). So, with that in mind, what topic/reading in this course offered you the most intellectual growth? And what about it stimulated you and broadened your understanding?
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