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 - 2020
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.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Moodle site
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Continue to provide relevant assessments.
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This was an excellent unit. The lectures and zoom sessions were very helpful and informative. Moodle resources were relevant and the site was easy to navigate. Each week was well organised with readings and tasks.
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The unit coordinator was highly knowledgeable, truly invested in imparting knowledge and supportive. Lena was so fascinating and I love hearing her personal experience, as well as her outlook.
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Provide more detailed feedback on the assessments.
- 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
Copies are available for purchase at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on 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
p.camilleri@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- Gray et al 2008, pp.1-10
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. Some of the aspects you may consider include your nationality, gender, age and religion.
In what ways might your cultural identity and professional values 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 Thursday (9 Apr 2020) 11:45 pm AEST
Week 7 Friday (1 May 2020)
| Assessment 1: Understanding the cultural self | HD 85-100 | D 75-84 | C 65-74 | P 50-64 | F 0-49 |
| Description of the different aspects of the self 30% | Excellent description | Very good description | Good description | Adequate description | Poor description |
| Identifies the relationship between personal cultural values and professional values and cross cultural practice 60% | The relationships between personal cultural values and professional values and cross- cultural practices have been creatively and comprehensively identified and presented | The relationships between personal cultural values and professional values and cross- cultural practices have been very well articulated and presented | The relationships between personal cultural values and professional values and cross -cultural practices have been well articulated and presented | Very few links between personal cultural values and professional values and cross- cultural practices identified and presented | Links between personal cultural values and professional values and cross -cultural practices have not been demonstrated |
| Presentation: Clarity of written communication, organisation of the material, use of supporting evidence and accuracy of referencing style 10% | Excellent presentation | Very good presentation | Good presentation | Adequate presentation | Poor presentation |
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
- Communication
- Critical Thinking
- Cross Cultural Competence
2 Case Study
Zabid, who is 19 years old, lives with his Sudanese family in a city in Australia. The parents came to Australia as refugees through the humanitarian program. The father, Mohamoud 45, is currently working in a chicken processing facility. He has a teaching qualification from Sudan but is unable to get a job in teaching in Australia and was unemployed for a number of years. He is unhappy with his situation. The mother, Tahminha 39, doesn't work outside the home. Her English language comprehension is minimal. She was separated from her extended family as they were not allowed to enter Australia and were resettled in other countries.
The parents are devout Muslims and worship at the local Mosque. Tahminha wears a hijab. Zabid doesn't attend the Mosque regularly. He spends his time with his Sudanese friends. Zabid doesn't want to study and is unable to find a job.
The parents struggle to understand Zabid's behaviour and have frequent conversations with him of their disapproval of his current lifestyle. They are very concerned about Zabid and contact the 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.
Some of the points you may consider in your responses include cross-cultural perspectives, cross-cultural communication, cultural identity, acculturation theory and personal and professional values.
2000 words (excluding references)
Week 8 Friday (8 May 2020) 11:45 pm AEST
Week 10 Friday (22 May 2020)
| Assessment 2: Case Study | HD 85-100 | D 75-84 | C65-74 | P 50-64 | F 0-49 |
| Understanding of the issues facing the family in the case study 40% | Excellent understanding demonstrated | Very good understanding demonstrated | Good understanding demonstrated | Adequate understanding demonstrated | Poor understanding |
| Knowledge of appropriate theories, skills and values which inform cross cultural practice 50% | Excellent presentation of appropriate theories, skills and values which inform cross- cultural practice with the family. The assignment content is very comprehensive. | Very good presentation of appropriate theories, skills and values which inform cross -cultural practice with the family. The assignment content is clear and thorough. | Good presentation of appropriate theories, skills and values which inform cross- cultural practice with the family. The assignment content is generally clear, with some areas less comprehensively addressed than others. | Adequate presentation of appropriate theories, skills and values which inform cross -cultural practice with the family. The assignment content is unclear and limited in parts. | Poor presentation of appropriate theories, skills and values which inform cross -cultural practice with the family. The assignment lacks sufficient content. |
| Presentation: Clarity of written communication, use of supporting evidence, organisation of the material, and accuracy of referencing style 5% | Excellent presentation | Very good presentation | Good presentation | Adequate presentation | Poor presentation |
| Breadth of reading: A minimum of six references (books, journals, credible websites) 5% | Excellent level of research (6+ resources) | Very good level of research(6+ resources) | Good level of research (6-8 resources) | Adequate level of research (6 resources) | Inadequate level of research (5 or less) |
- 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
You are a social work student who is undertaking a placement at a mental health centre in regional Australia. You have been asked to undertake a project to address the low uptake of the service of newly arrived migrant and refugee families. These families are predominantly from the following countries: Syria, I raq, Iran and Somalia. You can choose one or two communities.
You need to consider the following:
1. The needs of your chosen community.
2. The factors that may hinder this group from accessing this service.
3. The cross- cultural theories/perspectives that inform your practice.
4. How to improve access to this service.
2000 words (excluding references)
Week 12 Friday (5 June 2020) 11:45 pm AEST
Exam Week Friday (19 June 2020)
| Assessment 3: Culturally competent service delivery | HD 85-100 | D 75-84 | C65-74 | P 50-64 | F 0-49 |
| Understanding of the needs of the community 20% | Excellent understanding of the community. The needs of the community are creatively and comprehensively presented | Very good understanding of the community. The needs of the community are presented in detail | Good understanding of the community. General overview of the needs of the community | Adequate understanding of the community. Incomplete presentation of the needs of the community | Inadequate understanding of the community. No details presented about the needs of the community |
| Knowledge of appropriate cross cultural theories/perspectives that inform all aspects of the assignment question 30% | Excellent understanding demonstrated | Very good understanding demonstrated | Good understanding demonstrated | Adequate understanding demonstrated | Poor understanding demonstrated |
| Understanding of barriers to service delivery experienced by the community 20% | Excellent understanding demonstrated | Very good understanding demonstrated | Good understanding demonstrated | Adequate understanding demonstrated | Poor understanding demonstrated |
| Presentation of culturally sensitive service delivery strategies 20% | Excellent presentation of culturally sensitive service delivery strategies. Culturally sensitive strategies creatively and comprehensively addressed | Very good presentation of culturally sensitive service delivery strategies. The content is clear and thorough | Good presentation of culturally sensitive service delivery strategies. The content is generally clear, with some areas less comprehensive than others | Adequate presentation of culturally sensitive service delivery strategies. The content is unclear and limited in parts | Poor presentation of culturally sensitive service delivery strategies. The assignment lacks sufficient content |
| Presentation: Clarity of written communication, organisation of the material, use of supporting evidence and accuracy of referencing style 5% | Excellent presentation | Very good presentation | Good presentation | Adequate presentation | Poor presentation |
| Breadth of reading: Minimum six references 5% | Excellent level of research (6+ resources) | Very good level of research(6+ resources) | Good level of research (6-8 resources) | Adequate level of research (6 resources) | Inadequate level of research (5 or less) |
- 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.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
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.
What can you do to act with integrity?
