Cross-cultural competence refers to an individual's ability to analyse and understand situations where people and groups from different cultures are in contact, and consequently cope with and capitalise on them in a professional context (Olivier Meier, Management intercultural, 2004)
In the first year of my Embedded Professional Learning (EPL) practicum, I was fortunate enough to be placed at Lakes Creek State School where I had the opportunity to work with many Vietnamese students. For the duration of this practicum, I experienced many occasions where I was able to participate in activities that acknowledged the different cultural aspects of learning.
I received the following statement in my progress report which I believe reveals adequate cross-cultural competence;
‘Jennah’s contribution to the multi-cultural day demonstrated that she values different cultural perspectives and is enthusiastic about embracing these perspectives in her future classroom’ (Guinane, Personal Communication, 2009). Since my first year of study, I have developed a strong interest in ensuring I cater for students from different cultural backgrounds. I believe it is extremely important that students’ feel accepted and valued as part of their learning environment. Designing and implementing inclusive learning experiences for all students is one of my top priorities as a future learning manager. I look forward to incorporating different cultural aspects as part of my student’s learning experiences by;
· Exploring different languages through reading
· Discovering cultural beliefs and values within classroom discussions
· Researching the history of cultures in places all around the world
· Setting up interactions between students around the world via Skype
· Holding multi-cultural days
‘Ethical practice is to honour the beliefs, morals and values of your profession and to help others through the process of unbiased decision making’ (Answers.com, 2011).
In relation to the education system, ‘the teaching and learning of ethical practice is intended
to develop and enhance a variety of skills, competencies and behaviours such as,
awareness and sensitivity, analytical skills, higher-order thinking skills and adaptation for
future profession (Graduate Skills, 2011, p.1). Therefore it is important that as part of my
teaching practices I make informative decisions based on current legislation, policies and
codes. For example
· Code of Conduct
· Child Protection Act
· Anti-discrimination Act
· Work place health and safety
My mentor teachers have recognised my ability to use ethical practices when highlighting
‘Jennah has great sensibility and is able to maintain safe and supportive learning
environments abiding by relevant duty of care elements at all times’ (Lamb, Personal
Communications, 2011).
