CUC107 Assessment 2: Principles Essay
CUC107 Assessment 2: Principles Essay (40%)
- Consider your IAT results, and which of Kandola’s (2013) 3 ways of holding bias did you respond most strongly to? What relation of power (Cummins, 2013, 2009) can you see manifesting from this bias in your academic or professional life? Use an example that helps you establish principle #1: ways to recognize and manage bias in your professional and academic relationships?
- Using a ‘cultural border crossing’ ( Aikenhead, 1996) you have made; describe how that was affected by the academic or professional context and the power relations ( Cummins, 2013, 2009) . Establish principle #2 : How do you create better power relations in shared learning and cultural border crossings; what adjustment is needed?
- Write and develop principle #3: how do you build learning relationships across cultures by developing equity and acknowledging privilege? ( McIntosh, 1988; Gorski, 2014). How do you practice this with cultural respect and empathy?
- What does ‘diverse’ mean to you? principle #4 about how you understand and respect diversity in cross cultural learning and work environments, and how ‘diversity and inclusion’ ( Bali, 2016) terminology defines power relations and generates interactions.
Task details: Answer each question with each week’s readings and topic in about 250 words.
|Week of||Reading and Link ; Some of these require you to locate them via library search by signing into CDU library via the portal.|
|1||July 20||Martin, K., & Mirraboopa, B. (2003). Ways of knowing, being and doing: A theoretical framework and methods for indigenous and indigenist re‐search. Journal of Australian Studies, 27(76), 203-214.https://www.tandfonline.com/doi/pdf/10.1080/14443050309387838|
|2||July 27||Brewer, M. & Gardner, W. (1996) Who is this ‘We’? Levels of collective identity and self representations. Journal of Personality and Social Psychology, Vol 71(1), Jul, 1996. pp. 83-93. https://pdfs.semanticscholar.org/c1f7/782779d5e692da7ca891f3cc2dd46d97f9b1.pdf|
|3||August 3 Monday Public Holiday||Cummins, J. (2009). Pedagogies of choice: Challenging coercive relations of power in classrooms and communities. International Journal of Bilingual Education and Bilingualism, 12(3), 261- 271. https://www.tandfonline.com/doi/full/10.1080/13670050903003751|
|4||August 10||Aikenhead, G (1996) Science Education: Border Crossing into the Subculture of Science (p 5 -18)retrieved from https://education.usask.ca/documents/profiles/aikenhead/sse_border.pdf|
|5||August 17||McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. https://www.racialequitytools.org/resourcefiles/mcintosh.pdf and / or
Gorski, P. (2014) Imagining equity literacy [Blog] https://www.tolerance.org/magazine/imagining-equity-literacy
|6||August 24||Bali, M (2016) Unpacking Terms around equity, power and privilege. [Blog] https://blog.mahabali.me/pedagogy/critical-pedagogy/unpacking-terms-around-equity-power-and-privilege/|
Use the TEEL structure for your paragraphs, critically reflecting with at least one example from your observations or experience and an in-text reference;
- Topic sentence,
- Explanation and Example,
- Evidence (reference) and
- Link back to main idea of the paragraph ( a concluding sentence).
Draw on your experiences and reference the key points made in the readings with in-text references (APA style guide here: https://libguides.cdu.edu.au/cdureferencing/apa and write an APA compliant reference list at the end.
Answer each of these questions after reading, working through the materials and attending the tutorials each week, and make sure you follow the weekly instructions and criteria.