Awakening a Critical Consciousness among Multidisciplinary Professionals Supporting Culturally and Linguistically Diverse Families: A Pilot Study on the Impact of Professional Development

Autor/in	Verdon, Sarah
Titel	Awakening a Critical Consciousness among Multidisciplinary Professionals Supporting Culturally and Linguistically Diverse Families: A Pilot Study on the Impact of Professional Development
Quelle	In: Child Care in Practice, 26 (2020) 1, S.4-21 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Verdon, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2018.1516626
Schlagwörter	Consciousness Raising; Interdisciplinary Approach; Family Characteristics; Professional Development; Cultural Awareness; Diversity; Suburbs; Foreign Countries; Caseworkers; Early Childhood Teachers; Health Personnel; Barriers; Children; Native Language; Critical Thinking; Competence; Australia + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Cultural identity; Kulturelle Identität; Einzugsbereich; Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Medizinisches Personal; Child; Kind; Kinder; Kritisches Denken; Kompetenz; Australien
Abstract	In an increasingly globalised world there is need for professionals involved in providing services to children and families to be culturally competent. This pilot study explores the impact of attending a multidisciplinary professional development workshop based on the Six Principles of Culturally Competent Practice [Verdon, S. (2015a). "Embracing diversity, creating equality: Supporting the speech, language and communication of culturally and linguistically diverse children" (Unpublished doctoral thesis). Charles Sturt University, Bathurst, Australia] upon professionals' cultural competence. There were 52 participants who completed pre-workshop questionnaires and post-workshop evaluations. Of these, two participated in in-depth follow-up interviews one year later to discuss the ongoing impact of professional development upon their practice. Pre-workshop, major challenges identified for working with culturally and linguistically diverse (CALD) families were cultural and language barriers, and working with interpreters. After completing the workshop, participants reported gaining knowledge about engaging in holistic practice, their personal cultural competence and the culture of families they worked with. Interviews conducted one year later revealed the workshop had an ongoing impact upon practice in four key areas: (1) knowing the family (2) organisational structures (3) collaborative practice and (4) the ongoing nature of cultural competence. This article discusses the complexities of teaching cultural competence, problematic issues in conceptualisation and the efficacy of such workshops in developing a critical consciousness among professionals to engage in culturally responsive practice with CALD families. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01