Overview
In this unit you will gain the knowledge, values and skills required for effective cross-cultural practice. You will examine the history of migration and migration policies and its impact on the experiences of culturally diverse communities in Australia. You will also explore key cross-cultural research literature for effective cross-cultural practice. You will have the opportunity to reflect on the impact of your personal and professional values on cross-cultural practice.
Details
Pre-requisites or Co-requisites
Pre-requisites: SOWK11014; SOWK11015.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Written Assessment - 20% | |||||
2 - Case Study - 40% | |||||
3 - Written Assessment - 40% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Communication | |||||
2 - Problem Solving | |||||
3 - Critical Thinking | |||||
4 - Information Literacy | |||||
5 - Team Work | |||||
6 - Information Technology Competence | |||||
7 - Cross Cultural Competence | |||||
8 - Ethical practice | |||||
9 - Social Innovation | |||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Written Assessment - 20% | ||||||||||
2 - Case Study - 40% | ||||||||||
3 - Written Assessment - 40% |
Textbooks
Cross-cultural social work: Local and global
Edition: 1st (2014)
Authors: Kee, H.L., Martin, J. Ow, R.
Palgrave Macmillan
South Yarra South Yarra , Victoria , Australia
ISBN: 9781420256802
Binding: Paperback
Anti-Racist Social Work
Edition: 4th (2018)
Authors: Dominelli, L.
Palgrave/Macmillan
London London , UK
ISBN: 9781137534194
Binding: Paperback
Additional Textbook Information
Paper copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
l.robinson@cqu.edu.au
Module/Topic
Introduction to the unit
Definition of key concepts
Chapter
Reading: CRO- Briskman 2018, pp.67-81
Events and Submissions/Topic
Module/Topic
Understanding our cultural selves
Cultural competence
Chapter
Textbook: Kee et al. 2014 Ch. 3
Reading: CRO-Lynch 2011, pp.71-84
Reading: Australian Association of Social Workers 2010
Reading: CRO- Bender et al. 2010, pp.34-53
Events and Submissions/Topic
Module/Topic
Migration and migration policies in Australia
Chapter
Reading: CRO - Collins 2003
Reading: CRO -Phillips 2011, pp.1-16
Reading: Australian Association of Social Workers 2016
Reading: CRO- Briskman 2012, pp. 146-160
Reading: CRO- Martin 2006, pp.211-231
Reading: CRO- Settlement Council of Australia 2016
Reading: CRO- Graham et al. 2009, pp. 387-406
Reading: CRO- Fiske and Briskman 2013, pp. 151-162
Events and Submissions/Topic
Module/Topic
Understanding racism and discrimination
Chapter
Reading: CRO- Berman and Paradies 2010, pp.214-232
Reading: CRO-Grigga and Manderson 2015, pp.195-208
Reading: CRO- Gatt 2011, pp.207-219
Reading: CRO-Federation of Ethnic Communities Council Australia 2012
Reading: CRO- Mckay et al 2012, pp.113-133
Reading: CRO- Hutchinson and Dorsett, 2012, pp.57-78
Reading: CRO- Blair et al 2016
Reading: CRO- Vic Health 2013
Events and Submissions/Topic
Module/Topic
Eurocentric approaches- Critique
Chapter
Reading: CRO- TBA
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Cross-cultural perspectives
Chapter
Reading: CRO- Triandis 2001, pp. 907-924
Reading: CRO- Kuo 2004, pp. 158-162
Events and Submissions/Topic
Module/Topic
Ethnic and cultural identity
Chapter
Reading: CRO- Phinney et al 2001, pp. 493-510
Reading: CRO- Pulla and Woods 2014, pp.388-395
Events and Submissions/Topic
Module/Topic
Acculturation theory
Chapter
Reading: CRO- Berry 2005, pp. 697-712
Reading: CRO- Stuart and Ward 2016, pp.383-406
Reading: CRO- Buchanan et al 2016, pp. 511-529
Events and Submissions/Topic
Module/Topic
Cross-cultural communication
Chapter
Reading: CRO- Samovar et al 2015, pp.295-338
Reading: CRO-Lago 2006, pp. 51-64
Events and Submissions/Topic
Module/Topic
Working with interpreters
Chapter
Reading: CRO- Lago 2006, pp. 65-81
Reading: CRO- Chand 2005, pp. 807-821
Reading: CRO- O'Hara et al 2011, pp. 33-44
Reading: CRO- NSW Health Care Interpreter Services 2015, pp. 1-2
Reading: CRO- Queensland Health Interpreter Services 2007, pp. 1-38
Events and Submissions/Topic
Module/Topic
Introducing anti-oppressive practice- asylum seekers
Chapter
Reading: CRO- Nippress and Clark 2016, Ch. 13
Reading: CRO- Briskman and Doe 2016, pp.73-79
Events and Submissions/Topic
Module/Topic
Introducing anti-racist practice - migrants, asylum seekers and refugees
Chapter
Reading: CRO- Dominelli 2018, pp. 153-182.
Reading: CRO- Quinn 2009, pp. 91-104.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Identify the various aspects of the self which inform your identity.
In what ways might your cultural identity influence your social work practice with people from culturally and linguistically diverse backgrounds?
You are expected to refer to relevant academic literature. The assignment can be written in the first person.
800 words (excluding references)
Week 5 Friday (12 Apr 2019) 11:45 pm AEST
Week 7 Friday (3 May 2019)
1. Description of the different aspects of the self.
2. Identifies the relationship between personal cultural values and professional values and cross-cultural practice.
3. Presentation: Clarity of written communication, organisation of the material, use of supporting evidence and accuracy of referencing style.
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
- Communication
- Critical Thinking
- Cross Cultural Competence
2 Case Study
Suraya, who is 19 years old, lives with her Pakistani family. The parents came to Australia as refugees by boat. The father, Abdul 45, is currently working as a taxi driver. He has a degree in engineering from Pakistan but is unable to get a job in engineering in Australia and was unemployed for a number of years. He is unhappy with his situation. The mother, Amina 39, doesn't work outside the home. She doesn't speak English. She misses her extended family. They have three other children, Tariq 14, Meena 11, and Shoba 9. Suraya and her siblings were born in Australia.
The family spends most of their free time together at home with the exception of Suraya who is often with her Australian friends. She is studying at a regional university near her home. Her studies and socializing with her friends often leaves her absent from family dinners and conversation. Amina has concerns about Suraya's lack of interest in learning to be a caregiver and assuming responsibilities for the family. Amina often tries to teach Suraya how to cook and maintain the household but Suraya is resistant. The parents struggle to understand their perception of Suraya's emerging independence from the family and have frequent conversations with Suraya of their disapproval of her current lifestyle. Suraya is unhappy and wants to leave home. She contacts Multicultural Development Association (MDA) to seek advice about what to do.
1. What are the issues facing this family?
2. Identify and describe the knowledge, theories, skills and values which would inform your practice with this family.
2000 words (excluding references)
Week 8 Friday (10 May 2019) 11:45 pm AEST
Week 10 Friday (24 May 2019)
1. Understanding of the issues facing the family in the case study.
2. Knowledge of appropriate theories, skills and values which inform cross -cultural practice.
3. Presentation: Clarity of written communication, use of supporting evidence, organisation of the material and accuracy of referencing style.
4. Breadth of reading: A minimum of six references (books, journals, credible websites)
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
- Communication
- Critical Thinking
- Cross Cultural Competence
3 Written Assessment
Examine one or two culturally and linguistically diverse group/s in Australia in regard to the low uptake of health or human services (for example, child health clinic, child and family support, mental health services, family and domestic violence). Choose one service.
1. What is your understanding of the needs of this community?
2. What might be some of the reasons why they may not be attending this service?
3. What other barriers to service delivery might you need to consider?
4. What cross- cultural theories/perspectives inform your analysis?
5. What culturally sensitive strategies would you develop in order to increase access to this service?
2000 words (excluding references)
Week 12 Friday (7 June 2019) 11:45 pm AEST
Exam Week Friday (21 June 2019)
1. Understanding of the needs of the community.
2. Knowledge of appropriate cross -cultural theories/perspectives that inform all aspects of the assignment question.
3. Understanding of barriers to service delivery experienced by the community.
4. Presentation of culturally sensitive service delivery strategies.
5. Presentation: Clarity of written communication, organisation of the material, use of supporting evidence and accuracy of referencing style.
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Communication
- Critical Thinking
- Cross Cultural Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
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As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.