ORCID Profile
0000-0002-5391-4506
Current Organisation
University of South Australia
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Publisher: SAGE Publications
Date: 2019
Abstract: This article presents the findings of a research study that used Q methodology to explore educators’ understandings of cultural competence. Cultural competence has been acknowledged as an important concept in the education profession and has also been the subject of considerable debate across other disciplines. It is a multifaceted concept in that there is a multiplicity of meanings associated with it. This article describes the application of Q methodology as a comprehensive and rigorous approach to explore educators’ understandings of cultural competence. Data collected from 18 participants were subjected to a by-person factor analysis that yielded two significant factors. The findings validate some common elements of existing understandings of cultural competence, however, discrepancies between factors pointed to a more nuanced understanding of the role of families and communities in developing understandings about cultural competence. The findings reported are specifically in an Australian context, however, given the current importance of the nature of cultural competence across a range of disciplines worldwide, it is suggested that the findings may resonate across disciplines locally and globally.
Publisher: Cambridge University Press (CUP)
Date: 04-02-2019
DOI: 10.1017/JIE.2018.23
Abstract: Abstract The concept of cultural competence is a multifaceted construct that requires careful consideration as it raises questions as to whose ‘truth’ is being advocated. This paper draws on findings from a qualitative study which used an indigenous methodology of yarning to investigate early childhood educators’ understandings and perspectives of cultural competence. Adopting a poststructuralist approach to grounded theory, data were analysed to identify themes that reflected educators’ understandings and perspectives. This paper presents a snapshot of these themes along with a framework of positioning self in relationship to ways of knowing, being and doing cultural competence. I conclude by suggesting that this framework can provide opportunity for educators to disrupt normalised discourses and re-conceptualise cultural competence.
Publisher: University of Victoria Libraries
Date: 23-10-2019
Abstract: Discourses on cultural competence are fraught with complications and there are concerns about the hidden assumptions behind the constructof cultural competence. This article draws on poststructuralist theories to demonstrate how educators can confront and challenge prevailing discourses of cultural competence by enacting an ethics of resistance. Enacting an ethics of resistance and working in harmony with Aboriginal families and communities challenges and disrupts dominant “regimes of truth” and constructions of cultural competence that sometimes work to disadvantage groups of people. This paper is a provocation for educators to construct counter-discourses to current conceptualizations of cultural competence.
Publisher: Scholink Co, Ltd.
Date: 28-02-2020
Abstract: Driven by increasing inequities in health, education and social outcomes for Aboriginal people, cultural competence professional development has become more commonplace in many organizations. There are hundreds, possibly thousands, of cultural awareness, cultural sensitivity, or cultural competence professional development workshops held throughout Australia each year. However, there is an uncertainty about whether some professional development approaches improve one’s knowledge, skills and attitudes towards erse cultures. This article presents one of the key findings of a doctoral study which explored early years educators’ understandings of cultural competence and presents several viewpoints towards professional development. This article calls for approaches to professional development that move beyond passive transmission modes of learning towards localized, participatory models that encourage engagement with local community to privilege a ersity of voices and that also inspires critical self-reflection.
Publisher: Routledge
Date: 15-11-2021
No related grants have been discovered for Karen Sinclair.