Cultural Intelligence and Capability
Ways to recognize and manage bias in academic and profession
Bias is the most common challenging quagmire that affects many people globally. Binned has discovered a program called IAT test that helps one to assess his or her bias. My IAT result depicts strongly that I have a bias in associate with out-group and in-group. For example, I deduced that when am with my in-group, the interaction is meaningful, impact positivity on my moral upright and can often recall issues we share. However, the contrary occurs when I interact with out-group due to difference in language, culture and beliefs.
In educational institutions, biasness is also exercised either consciously or unconsciously by educator and learner. (Cummins, 2009). In this case, educators have superiority mandates over learner which include making some decision on their behalf. I was a teacher free to determine the interaction that I expect in the school vicinity. Since choice is an ethical responsibility, pedagogical chance and option have risen a challenge since am anticipated to serve as a role model. Nevertheless, I have shown some weakness in associating with people from the different cultural background. This weakness leaves my learner with no one to emulate.
Many researchers and scholar have come up with a way to eliminate bias which I will employ them in my teaching profession (Bartunet, 2007). First, I will ensure that conducive learning vicinity a companied by justice, equity, and diversity to all student. I will provide each learner with enough chance to enhance their creativity and selection of the subject of their interest to facilitate competency and high academic excellence. last, I will ensure diversity in school curriculum to capture the interest of students who are talented in extra curricula activity such as games, music, drama and sport.
Importance of cultural border crossing and relation of power in shared learning
Cultural border crossing is the most contemporary issue that is indispensable in our society. Different communities, and institutions possess a unique way of carrying their every-day activities. On interaction, substantial cultural practices can be transferred from one group to another, resulting in culture border crossing border among communities (Bartunek 2016). This cultural mingling has brought positivity among community and countries at larger. Peace and harmony have dominated in the society. The constitution that governs most of the countries has entitled citizens with freedom of cultural diversity such as worship, initiation, language among others and each community respect these differences. This acknowledgement results in intermarriages and combination of the different community into one family.
Principles of power relations in shared learning and cultural border crossings I can uphold in diverse ways. (Antill, 2011). First, I will focus on the learner as a primary reason for education by ensuring a smooth run and coordination learning and teaching method. Nonetheless, all students must follow a set of rules and regulations as well as the need for adjustment disciplinary actions where necessary. The other approach, I will make sure there are respect and diversity among international, indigenous, and domestic students. Each learner should be treated with respect regardless of their age, ethnicity, economic status, and in their experience of education, life, and work. Last, I will ensure I am adaptable, flexible, and advocate for democracy in educational facilities.
Importance of trust and equitable learning in cultural respect and empathy
Scholars and researchers have put across several factors that impact trust in any professional. In my case, I will establish trust in academic and professional situations in different criteria. First, I will ensure substantial quantities and qualities of information flow to my learners, which corresponds to books and online information. Here I intended to uphold belief to my listeners that I comprehend the topic or subject I am discussing. Besides, I will increase the duration of the relationship by continually repeating the interaction. Thereby, creating a good rapport and classroom conversation among individuals. Also, I will appreciate other people’s differences, skills, openness, and reliability to minimize conflict. last, I will demonstrate self-sacrificial orientation, caring loyalty, and participation in other’s goals.
Affirming all personalities, helped me develop equity and acknowledge privilege. In that, all cultures have positive potentials and improved one’s social life by mixing with people of different ethnicity, race, and sex. Here, it purports that no one is good or corrupt due to their social identities (Dalluay 2016). Proper use of principles of equitable learning, such as ensuring assessment method corresponds to the purpose that was intended, and learners are free to demonstrate learning products. It resulted in uniformity in scoring procedures and adapt consistently. Furthermore, acceptable guidelines on the assessment of outcome are passed on to decision-makers in education, students, and their caregivers. Additionally, I certified that information acquire on classroom standardize pupils’ performance, which should be useful, allied with instructional aims. These have assisted me in meeting institutional, personal, and societal goals. This equity caters to the feelings and emotions of students due to subjection into the same curriculum, assessment, grading system, and respect among themselves irrespective of their difference in the cultural aspect.
Diversity in cross-cultural learning and working environment
I understand the term diverse as consisting of several different elements. At the same time, diversity in cross-cultural learning and work environments is the people’s actions in the organization globally, which reflects how employees from different cultural upbringings work and provide their services to clients. Maintenance and managing cross-cultural personnel are very pertinent in reducing cultural battle in society.
Diversity means neutrality (Brand & Green, 2006). He involves people from different backgrounds been desirable elements that benefit every person. However, diversity tends to outlook power from the comparation. One can approach diversity differently from two things. The first component deduces that diversity is decent since it exposes a scenario that can be viewed with different perspectives.it is purported that, males and females think differently which is evident in democrats and republicans, engineers and humanists, and Palestinians and Israelis in political matters. Those examples depict how diversity can be seen as neutral and not a power aspect. The other approach explains diversity as essential when construing that some views are not equally denoted unless we employ an effort of representing them. The marginal view is being oppressed by dominant views. In traditional activities such as religious activities, women’s voices were underrepresented due to gender bias that dominated in the society favouring male. However, in contemporary word women scholars have proven to be competent, they have interpreted Islam in a more advanced way than male-scholars, resulting in their survival in the male’s world. The most pertinent part is when feminist scholars challenged injustice and inequity, which purported that dominant view, can be defined by people with different perspectives, and no one can accomplish it. Therefore, diversity should not be based on power but different view perspective.
- Antill, C. (2011). Academic advising in the third era: The Whole Foods Market approach. Academic Advising Today, 34(2), 6–20.
- Bartunek, J.M. (2007). “Academic-practitioner collaboration need not require joint or relevant research: toward a relational scholarship of integration”. Academy of Management Journal 50 (6) 1323-1333
- Brand, B. R., Glasson, G. E., & Green, A. M. (2006). Sociocultural Factors Influencing Students’ Learning in Science and Mathematics: An Analysis of the Perspectives of African American Students. School Science and Mathematics, 106 (5), 228- 236
- 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.
- Bartunek Van & Jalagat, Revenio. (2016). Cross-Cultural Management of Culturally Diverse Workforce: A Challenge Facing Managers in the Global Workplace. International Journal of Science and Research (IJSR). 5. 663 – 668.
- Shelleyann Scott, Charles F. Webber, Judy L. Lupart, Nola Aitken & Donald E. Scott (2014). Fair and equitable assessment practices for all students, Assessment in Education: Principles, Policy & Practice, 21:1, 52-70