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CUC107 Applying Cultural Capabilities Report

Length: 1500 words maximum
Due:      Part 1 Monday, 11:59pm (CST), Week 12 (40%)
              Part 2 Monday, 11:59pm (CST), Week 13 (10% / 5%)

Submission

  • 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. Jamie Green CUC107 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.
 
Task: Write a formal report to observe and analyse whether characters in a given interaction are showing effective cultural capabilities and maintaining a culturally safe space. Also, recommend how effective cultural capabilities of the people involved could be improved.
 
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.

Be written in a formal tone – avoid personal language, contractions and slang.
Steps for successfully completing Assessment 3, Part 1

 

  1. As you think about the given interaction, observe the way that the social and cultural groups concerned are represented in the interaction. Distinguish between the actual interaction depicted and the wider social issue; remember you are analysing the situation for the cultural capabilities demonstrated in the interaction.

 

The Interactions you can choose:

  • 21 minutes of the Documentary posted on Vimeo by the Gundjeihmi Aboriginal Corporation.

Dirt Cheap 30 Years on: the story of uranuium mining in Kakadu. https://vimeo.com/73373709
You can watch the whole document6aary to gain some contextual knowledge.  The interaction is from 15 minutes to 36 minutes, including a footage of NLC meeting with Chairman Yunipingu, and another meeting with the then minister for Aboriginal Affairs, Ian Viner.
 

  • Another choice is: #toostrongforyoukaren

https://www.sbs.com.au/news/mildura-woman-attempts-to-tear-down-aboriginal-flag-in-viral-video
Here is another news excerpt:
https://www.youtube.com/watch?v=eR2d23LM4eo
And another:
https://10daily.com.au/news/australia/a191217vebho/rob-and-karen-from-that-viral-video-are-not-unique-they-just-got-caught-20191218?fbclid=IwAR3mqjdNoG2bVFwDftnpATk9K-z5n_srJuOk2nJdX_p5jFT2evP-7sqs0JQ
 
Here is a hashtag collation of posts on twitter (beware this is general public and various authorities):
https://twitter.com/hashtag/toostrongforyoukaren?lang=en
 

  • Another Choice is the NYT article on the Corona Virus; a series of media clips on a collection of statements made; so instead of analysing a specific scenario (like the ones above) , you can analyse the existence of these instances over time as discussed in the video. You can also reference other media pieces that impact on collective culture, interactions and power relations.

https://www.nytimes.com/2020/03/14/opinion/Racism-coronavirus-asians.html

  • OR: Adapt and Add to a chapter in this open textbook. Get published! We can use this open textbook and you can add the equivalent word count and report as a ‘case study’ into this textbook. We can publish it openly on our platform and you can list it as a published, collaborative piece in your academic and professional resume! We will share more after assessment 2 is done with.

https://open.umn.edu/opentextbooks/textbooks/beyond-race-cultural-influences-on-human-social-life
 

  1. Format the Report

Prepare the layout before writing.
Font size and type: Use font size 12. You may use font type calibri, arial or times new roman. Margins: Use Default margin, 2.54cm.
Line Spacing:  1.5 line spacing. You will need to include sections and subsections which should have numbered and titled headings. Word counts for each section below are only a guide but do indicate relative importance of the sections. This is reflected in the marking for each section.
(Please do not include the word count and the section instructions below in your report. This is only provided as information to help you in preparing the report.)
 

  • Title of Report: This should be on a separate page. Include the title, your name and student number, and the date. The title should include the name of the assignment and describe what the report will do. You can be creative to make an interesting title page.

 

  • Table of Contents: This should be on a separate page. A table of contents provides a list of the Sections and Sub-sections that you have used in your report, and the page on which they start. You can use the word function in ‘references’ tab to generate a table of contents from the levels of headings you choose.

 
Now use this outline:
 

  1. Introduction (approx. 200 words): Briefly explain background, aim and scope of this report. Include the following sub-sections in the introduction.

 
1.1 Background An orientation to the topic of cultural capability and safe spaces.
 
1.2 Aim Tell the reader what the report aims to do – i.e. It will provide a summary, description and analysis of an example of a safe or unsafe space and will recommend improvements to improve the safety of the space where appropriate.
1.3 Scope Explain what the report will focus on, including concepts and capabilities you will analyse for.
 

  1. Summary and Observations (Approx. 350- 400 words): This section will include two sub-sections.

2.1 Summary of the interaction: needs to include:

  • a brief plot line of the events you are analysing
  • the setting with a general overview of the scene
  • any relevant background information to understand the scene
  • identification of the key people involved

 
2.2 Observations: Identify the behaviours that are evidence of the cultural safety issues and cultural capability. These observations should confirm your statement in the introduction about whether the space is safe or unsafe.  Some of the things to look for and describe are: physical factors (size and layout of space, position of people in the space), communication factors (body language, voice, words), signs of inclusion or exclusion, and displays of or lack of cultural intelligence. It is a good idea to include a Table to set out your observations. Word count is included in the ‘summary and observations” quota, so don’t ‘spend’ all your words here.
 
If you use a table, remember that it will need to be introduced, and a number and title provided, as per below. (Note replace highlighted instructions with your own words):
 
Table 1 Title of table here
 

Scene description event or sections of event Category
 eg Signs of bias, cultural border crossing,		 Category eg
subculture, cultural safety		 Category
eg
collaborative or coercive relations of power		 Category eg
privilege, equity, diversity
         
        Add more rows if needed

 
 

  1. Analysis: (700-800 words):

3.1
3.2
3.3
3.4
In this section you should demonstrate your understanding of the key concepts covered in the unit.  Using relevant references, together with your observations in section 2 of elements within the interaction, analyse whether chosen scenes are a safe or an unsafe space and explain why. Support your claims about whether each scene is a safe or unsafe space with readings and definitions of the concepts that comprise cultural safety, and literature we covered during the semester relating to capabilities and how people can demonstrate their cultural intelligence.
 

  • Identify a specific example of cultural capability from the interaction
  • Integrate a definition of cultural capability, power relations and generative interactions
  • Explain how the behaviour in this example relates to the definition and the broader question of cultural capability and safe spaces for the report

 
Hint: As noted earlier, to improve clarity, your analysis should include numbered sub-headings to highlight and structure key issues you identified as important to whether the space represented there is safe or not safe (e.g. 3.1 Empathy, 3.2 Intercultural Communication, 3.3 Awareness of Body Language, 3.4, Etc.).
 

  1. Recommendations (150 – 200 words): Based on your analysis section, make recommendations for how situations in the situation may be changed using cultural capabilities to make this a safer space. The recommendations that you make should tie in very closely to your analysis section. Number and subheadings for each recommendation as it relates to the analysis:

4.4

  1. Summary and Conclusion (approx. 100 words): Summarise the main ideas. What did the situation show about safe spaces, and what actions needed to be taken to make it a safe space, if anything?  No new material or references should be included in the summary and conclusion.

 
References:  This list should be on a separate page. The title, References, should be centred in the page. The reference list should follow APA Style guidelines (http://libguides.cdu.edu.au/ld.php?content_id=40378641). Include all of the readings that you have mentioned throughout your report. You need to have at least seven references. Include at least four of the readings we have provided during the semester.   You will need to conduct your own research by including at least two references.  See CDU Library for additional journal articles, professional literature and books. Avoid referencing websites. You are expected to use academic texts.
 
Preparation
 
Before writing: Sketch connections between developing cultural capabilities and creating safe spaces.

  • Write down the principles you identified in Assessment 2.
  • Think about what you have learned about cultural judgments: how do effective cultural judgments create productive safe spaces?
  • Some initial questions to prompt your thinking might include:
    • How do we negotiate and create safe spaces?
    • Whose responsibility is it to create and sustain these spaces?
    • What kind of power relations are present in the interaction?
    • What is being generated in this interaction?
    • Who could take an action to improve the situation being represented?
  • Jot down some key points with matching references.
  • Review what an analysis is. Apply this technique to your interaction and readings to identify the links between, for example, cultural empathy and safe social and work settings.
  • Consider how the literature can help to explain and analyse your chosen film scene relating to work or social space applications.

 
Some tips and more detailed questions you might ask yourself when analysing and discussing the video using readings for this report.
Use the following framework to help analyse the issue. Remember to refer back to what you have learned throughout the semester to think about the following questions.
 
Cultural self:
Power Relations:
Generative Interactions:
Cultural capabilities:
Visual cues to look for:

  • Safe atmosphere (safe from physical, emotional or psychological harm?)
  • Body language, eye contact, hand placement, stance, proximity
  • Verbal communication (what and how)

How does cultural empathy relate to safe spaces?

  • How does cultural empathy help create effective work or social, settings?
  • How would you recognise that cultural empathy is occurring [or not] in any setting.

 

Assessment 3: Pre-submission Checklist
Content ü
Does the report demonstrate a good understanding of how and why cultural capabilities can be applied to a work or social space to create or maintain a safe space? Does it:
·         include a clear introduction with all components;
·         provide a clear and relevant summary of interaction and observations;
·         discuss issues in the analysis in a thoughtful, clear and relevant way;
·         support the analysis by using  academic sources;
·         select and integrate into the analysis appropriate examples from the chosen interaction;
·         include appropriate recommendations; related to the analysis;
·         have a clear conclusion?		  
Organisation ü
·      Is there an appropriate report structure with sections mostly titled, numbered and formatted according to the formatting instructions?
·      Is the content logically developed through the summary and observations, analysis, and recommendation sections?
·      Is the content type appropriate for each section?
·      Is there any unnecessary repetition?		  
Quality of evidence ü
Research Are the ideas supported by a minimum of seven different credible and relevant sources? (Four from set readings?)
Have I ensured I have maintained academic integrity by paraphrasing or direct quoting other sources with references?		  
Referencing Are in-text references and a reference list provided to support ideas and consistently follow accepted referencing conventions?  
Presentation ü
Writing conventions Is the report presented with correct formatting, line-spacing, headers and footers with student name, unit code and assignment number included?  
Word Choice, Punctuation, grammar and Spelling ü
Editing Is the report presented in a formal tone with correct word choice, punctuation, grammar and spelling carefully edited?  

 
 
Additional Tips and Information
Report writing: Use these resources to familiarise yourself with what an analytical report is and how to write one: The CUC100 handbook.  Rolls, N. & Wignell, P. (2015). Communicating at University. Darwin, NT: Charles Darwin University.  Available for loan from the CDU Library. Report writing: Chapter 9  What is an analysis: Chapter 1,  Formal writing technique: Chapter 1.
 
Further report-writing information: http://www.deakin.edu.au/students/studying/study-support/academic-skills/report-writing
Academic Language and Learning Success Program (ALLSP) runs regular free workshops and drop-in consultations. http://www.cdu.edu.au/academic-language-learning/allsp
Help with referencing  http://libguides.cdu.edu.au/cdureferencing/apa
 
Before submitting
Read the Report Assessment Criteria very carefully. Your lecturer will be using the Assessment Criteria.  Read the comments in each row to review your own work.
 

Assessment 3, Part 2: Praxiography (10%, 5%)

  •  Once you submit the report, you will need to write a 250-word praxiography. This small piece links the academic and research work you did to the world outside your assessment.
  •  You can evaluate your / your partners’ work (if completed in pairs) against the main assessment criteria and learning outcomes with justification, and link to the learning you did and how you see is apply to the immediate world you encounter and your outlook.

Learning Outcomes to this Assessment:

  • Critique the role of power in intercultural interactions and relations.
  • Analyse and critique principles of equitable and generative social and cultural interactions.

Consider these questions:

  1. How did the concepts you learned about affect the ways you speak about culturally specific topics?
  2. How do you see your studies and future profession differently?
  3. How did the learning process (either paired or solo) help or hinder this?
  4. What mark should you/ and / or your partner get for A3 and on what basis? Use the content criteria and learning outcomes to justify your mark.

 

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