Value:         40%          (30% for IAS201)
 
Length: 1000 words (4 x 250 word paragraphs)
 
Due:     We will work on it weekly from week 3, due by Monday, 23:59 (CST), Week 7 (April 20)
 
Learning Outcomes for this Assessment:
 

2. Cultural Contexts: Apply understandings of culture and concepts of a cultural self to develop a framework for understanding cultural contexts of interactions and subsequent analysis of personal attitudes and actions.

3. Power Relations: Critique the role of power in intercultural interactions and relations

 
Task details: Answer each question each week in no less than 250 words.
 
Use the TEEL structure for your paragraphs, critically reflecting with at least one example from your observations or experience;
 
Topic sentence,
Example,
Evidence (reference) and
Link back to main idea of the paragraph.
Draw on your experiences and reference the key points made in the readings with in-text references (APA style guide here: https://libguides.cdu.edu.au/cdureferencing/apa and write an APA compliant reference list at the end.
 
Answer each of these questions after reading, working through the materials and attending the tutorials each week, and make sure you follow the Criteria:A2 criteria cuc107.ias201 2020.docx
 

1. Consider your IAT results, and which of Binna’s 3 ways of holding bias did you respond most strongly to? What relation of power (Cummins, 2013, 2009) can you see manifesting from this bias in your academic or professional life?  Use an example  that demonstrates you can establish principle #1: A ways to recognize and manage bias in your professional and academic relationships?
2. Using a ‘cultural border crossing’ ( Aikenhead, 1996) you have made; describe how that was affected by the academic or professional context and the power relations ( Cummins, 2013, 2009) . Establish principle #2 : How to address principles of power relations in shared learning  and cultural border crossings; what adjustment is needed?
3. How do you establish trust in academic and professional situations? Write principle #3: how do you build trust and respect in learning relationships across cultures?  How do you develop equity and acknowledge privilege? ( McIntosh, 1988; Glorski, 2014). What principles of  Equitable learning do you bring with you and what have you been met with? How do you practice cultural respect and empathy?
4. What does ‘diverse’ mean to you? principle #4 about How you understand diversity in cross cultural learning and work environments, and how ‘diversity and inclusion’ ( Bali, 2016) terminology defines power relations and generates interactions.