Cultural Perspectives on Learning:
Building the foundations for working with Aboriginal & Torres Strait Islander children and families. Professional learning workshop to accompany the resource. Š2013 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 expect?
What do you want to learn?
Purpose of this professional learning workshop 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
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
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
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Snapshots of the resource What’s inside
Snapshot: The importance of early childhood development (ECD) Purpose of this section
Content
To encourage the user to situate the child at the centre of the family for any work with Aboriginal & Torres Strait Islander families.
The influence of ECD.
ECD outcomes for Aboriginal & Torres Strait Islander children.
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
Theoretical underpinnings.
Supports for children’s development & education through the ecological lens.
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
Snapshot: The importance of early childhood development (ECD) 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: What is culture anyway? Purpose of this section
Content
To explore the notion of culture
Definitions and insights about culture
To provide a foundation for exploring and reflecting on culture from mainstream and non-mainstream cultural perspectives
Cultural inequality
Cultural awareness and cultural proficiency
Core skills & the journey to cultural competence
EC settings & the journey to cultural competence
To explain the importance of developing cultural proficiency when working with diverse cultural groups
Reflect on this quote and discuss…What does it say about culture?
Snapshot: What is culture anyway?
“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 culturallydriven 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
‘We are superior’
Cultural Incapacity
‘We take care of our own’
Cultural Blindness
‘All people are the same’
Cultural Precompetence
‘We have policies in place’
Cultural Competence
‘We engage in mutual adaption to benefit all’
Cultural Proficiency
‘This is our frame of reference for all we do.’
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
Flexibility & adaptability to work in diverse environments
Culture specific knowledge
Willingness & ability to be an ally for people different from us
Understanding institutional barriers for disadvantaged cultural groups
Effective communication skills across cultures
Ability to mediate crosscultural conflicts
Ability to build strong crosscultural relationships & be at ease with difference
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 Purpose of this section
To provide guidance for setting the foundations for relationship development.
Content
Understanding & respecting time
To focus on what is required to create a safe space for relationships to develop
Beginning the conversation
Learning about the history
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.
Setting the foundations for relationships
Talking points
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?
Snapshot: Getting to know each other
“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
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 for our children?
What do we want to learn? What do we want others to understand about us?
What do we want to understand about others?
What do we want to achieve together?
What steps do we need to take together?
Snapshot: Provocations for practice Purpose of this section
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.
Content
Exploring Home: Children’s primary microsystem
Transitions: from home to education – from one microsystem to another
Snapshot: Provocations for practice Structure of this section
Reflecting together For practitioners to reflect on what they have learned from families and how this relates to practice.
Reflection questions to explore together as a group and learn from each other.
Professional reflections Exploring children’s perspectives
Activities that can be explored with families or in the educational or program setting.
Snapshot: Provocations for practice Key themes Respect Exploring Home: Children’s primary microsystem
Home
Culture
Trust
Values
Autonomy, safety & security
Family
Building Trust Transition: from home to education (from one microsystem to another)
The education setting
Intersecting forms of respect
Cultural intersections
Broadening social relationships
Intersecting values
Autonomy, safety & security beyond the home
+ Possibilities for use How the resource might be utilised
Ideas for using this resource Professional development and service providers
• 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
Schools, early learning centres & family support services
• 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.
New graduate practitioners and students
• 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
+ 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
The following types of yarning can be undertaken with individuals or groups
Informal or social yarning
• • • •
Building Trust Establishing relationships Maintaining connections Teaching and learning
Purposeful yarning
• • • •
Exploring a particular issue Learning about a particular topic Gathering or sharing information Teaching and learning
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
Understand shame and how it impacts on the actions of Aboriginal people
Are protective and respectful of the relationships they have built
Value other people’s time as much as their own and are patient
Have a broad concept of family and community social structures
Understand cultural differences in body language
Respect and understand silence
Never make promises they may not be able to deliver
Give more to the community than they take
Understand decision making processes within community
Express genuine interest and inquisitiveness
Communicate effectively and respectfully
Understand gender dynamics and cultural mores
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
Talking Points
What do we want for our children?
What do we want to learn? What do we want others to understand about us?
They also provide a structure for exploring strategies to achieve these together
What do we want to understand about others?
What do we want to achieve together?
What steps do we need to take together?
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
adapt
learn
do
reflect
+ Let’s yarn